The BIG IDEA Explained:
A. Investigate the beliefs and practices of religions and other world views, including:
1. Beliefs and authority: core beliefs and concepts; sources of authority including written traditions and leaders;
2. Worship and Spirituality: how individuals and communities express belief, commitment and emotion.
B. Investigate how religions and other world views address questions of meaning, purpose and value, including:
1. The nature of religion and belief and its key concepts;
2. Ultimate Questions of belonging, meaning, purpose and truth.
C. Investigate how religions and other world views influence morality, identity and diversity, including:
1. Moral decisions: teachings of religions and other world views on moral and ethical questions; evaluation, reflection and critical responses;
2. Identity and Diversity: diversity among and within religions and other world views; individual and community responses to difference and shared human values.
Ms Emily Matthews RE Subject Leader
At The Whartons Primary School, we have an RE curriculum which is accessible to all learners and that will maximise the outcomes for every child.
It is our intent that our children will become independent, resilient, mindful, inquisitive learners who are responsible members of society and who show mutual respect towards others.
Children will be engaged, inspired, challenged and encouraged through the RE Curriculum where they will develop a rigorous understanding of numerous religions, traditions, beliefs and practices that are followed in our multicultural and diverse society, and throughout the world.
We see the teaching of RE is vital for children to understand others’ beliefs and make connections between their own values. It is our role to ensure pupils are being inquisitive by asking questions about the world around them by allowing pupils to gain high quality experiences.
We will deliver a curriculum that:
- Celebrates diversity that exists in Otley and Leeds, recognising local places of worship including: churches, mosques and temples.
- Is inclusive, develops self-confidence and identifies that all our children are unique and therefore we should all be tolerant of each other’s beliefs.
- Encourages our children to be inquisitive about others’ beliefs developing enquiry based R.E. skills that allow them to be culturally aware of the world around them.
- Promotes equality and understanding of the British Values and ensures they are prepared for life in modern Britain.
- The RE curriculum will follow the Leeds Agreed Syllabus and the ‘Believing and Belonging’ scheme of work (2019-24)
- RE follows a whole school approach, which will be taught discretely throughout the year.
- RE Lessons will build upon prior learning and develop skills year upon year.
- RE has links to SMSC in the curriculum and this is promoted at every possible opportunity.
- Each unit of learning will have a knowledge organiser which will be used as formative assessment and for children to remember key knowledge and vocabulary
- Challenging, open questions will allow for deep, philosophical thinking
There are no presumptions made as to the religious backgrounds and beliefs and values of the children and the staff. We value the religious background of all members of the school community and hope that this will encourage individuals to share their own experiences with others freely. We acknowledge that each religion studied can contribute to the education of all our pupils. We promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible for both staff and children.
The RE subject leader
- The Curriculum Leader for RE will lead and monitor, evaluate, review and celebrate good practice.
- The RE curriculum leader will seek appropriate and relevant training and the opportunity to keep developing their own subject knowledge, skills and understanding, so they can support curriculum development and their colleagues throughout the school.
In school, the curriculum is based on the Local Agreed Syllabus for RE in Calderdale , Kirklees and Leeds , September 2019.
The syllabus has three aims for pupils:
1. To investigate the beliefs and practices of religions and other world views;
2. To investigate how religions and other world views address questions of meaning, purpose and value;
3. To investigate how religions and other world views influence morality, identity and diversity.
The syllabus requires schools to focus o specific core religions at each key stage: Christianity and Islam from KS1, adding Sikhism and Judaism at KS2 and then Buddhism and Hinduism at KS3. In addition, other (non-religious) world views must be included as part of the curriculum at each key stage.
To support delivery of the syllabus, we encourage and promote teaching and learning through using ‘Philosophy For Children’ (P4C), also known as a 'Community of Enquiry'. This is a useful way of engaging pupils in their own learning and developing their critical and dialogical skills.
The RE syllabus units covered by each year group are outlined below;
Christianity, Islam and non-religious approaches
1 - Where do we live and who lives there?
2 - How do Christians celebrate Christmas?
3 – What makes a good helper?
4 – What can we see in our wonderful world?
5 - Who and what are special to us?
Key Stage One
Christianity, Islam and non-religious approaches
Year 1 - Units of work
1 - Which books and stories are special?
2 - Why do we celebrate special events?
3 – What does it mean to belong to a church or a mosque?
4 – Why do we care for others?
5 - Who brought messages about God and what did they say?
Year 2 - Units of work
1 - How is new life welcomed?
2 – How can we make good choices?
3 – How and why do people pray?
4 – How can we look after the planet?
5 - What did Jesus teach and how did he live?
Key Stage Two
Christianity, Islam and extends to include; Judaism and Sikhism and non-religious approaches.
Year 3 - Units of work
1 – How do Jews remember God's covenant with Abraham and Moses?
2 – What is Spirituality and how do people experience this?
3 – What do Christians believe about a good life?
4 – What do the creation stories tell us?
Additional Unit - Who can inspire us?
Year 4 - Units of work
1 - How are important events remembered?
2 – What faiths are shared in our community?
3 - How do the Five Pillars guide Muslims?
3 – Why are Gurus at the heart of Sikh belief and practice?
Year 5 - Units of work
1 – Why are some places and journeys special?
2 – What values are shown in codes for living?
3 – Should we forgive others?
4 - What do Christians believe about the old and new covenant?
Year 6 - Units of work
1 – How do Sikh's show commitment?
2 – What do Christians believe about Jesus' death and resurrection?
3- How does growing up bring responsibilities?
4 – How do Jews remember the Kings and Prophets in worship and life?
Teachers assess the pupils’ skills, knowledge and understanding at the beginning and end of each unit of work and record this termly. They use the following to gather assessment information:
- Knowledge organisers completed by children
- Work in children’s books
- Notes from class discussions