CURRICULUM INTENT

Curriculum Intent

The principal aim as set out in the ‘Herefordshire Agreed Syllabus for RE 2020 – 2025’ states:

‘The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.’

What Religious Education looks like in our school:

• Children learn about religions and beliefs in both the local and wider world context so that they can contribute positively to a diverse society.
• Through the use of key questions the children find out about the different ways in which people put their beliefs and religious traditions into practice.
• Learners are given the opportunities to explore information from different sources to gain a greater insight to how themselves and others develop ideas and customs.
• Children work individually, in pairs, groups and as part of a whole class. They are given the opportunity to share and develop their own ideas, values and attitudes, while respecting the right that people have beliefs and opinions that differ from these.

This is our philosophy:

Children bring their own ideas and experiences when exploring ideas in RE.

We would like children to:

• Make sense of different beliefs and religions.
• Understand the impact that beliefs and religions have on everyday lives.
• Make connections between ideas studied and their own lives.   

so that they can engage positively in a diverse society.

CURRICULUM INTENT

This is the knowledge and understanding gained at each stage: 

By the end of EYFS children will:

Understanding the World – People, Culture and Communities - Early Learning Goal

Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.

(Taken from Herefordshire Agreed Syllabus 2020-2025)

By the end of KS1 children will:

Make sense of beliefs

Identify core beliefs and concepts studied and give a simple description of what they mean.

Give examples of how stories show what people believe (e.g. the meaning behind a festival). Give clear, simple accounts of what stories and other texts mean to believers.

Understand the impact

Give examples of how people use stories, texts and teachings to guide their beliefs and actions. Give examples of ways in which believers put their beliefs into practice.

Make connections

Think, talk and ask questions about whether the ideas they have been studying, have something to say to them.

Give a good reason for the views they have and the connections they make.

By the end of lower KS2 children will:

Make sense of beliefs

Identify and describe the core beliefs and concepts studied.

Make clear links between texts/ sources of authority and the core concepts studied.

Offer informed suggestions about what texts/sources of authority can mean and give examples of what these sources mean to believers.

Understand the impact

Make simple links between stories, teachings and concepts studied and how people live, individually and in communities.

Describe how people show their beliefs in how they worship and in the way in which they live. Identify some differences in how people put their beliefs into practice.

Make connections

Make links between some of the beliefs and practices studied and life in the world today, expressing some ideas of their own clearly.

Raise important questions and suggest answers about how far the beliefs and practices studied might make a difference to how children think and live.

Give good reasons for the views they have and the connections they make.

By the end of upper KS2 children will:

Make sense of beliefs

Identify and explain the core beliefs and concepts studied, using examples from texts/sources of authority in religions.

Describe examples of ways in which people use texts/sources of authority to make sense of core beliefs and concepts.

Give meanings for texts/sources of authority studied, comparing these ideas with some ways in which believers interpret texts/sources of authority.

Understand the impact

Make clear connections between what people believe and how they live, individually and in communities.

Using evidence and examples, show how and why people put their beliefs into practice in different ways, e.g. in different communities, denominations or cultures.

Make connections

Make connections between the beliefs and practices studied, evaluating and explaining their importance to different people (e.g. believers and atheists).

Reflect on and articulate lessons people might gain from the beliefs/ practices studied, including their own responses, recognising that others may think differently.

Consider and weigh up how ideas studied relate to their own experiences and experiences of the world today, developing insights of their own and giving good reasons for the views they have and the connections they make.

CURRICULUM IMPLEMENTATION

Curriculum Implementation

Every child has an entitlement to religious education.

‘RE is a necessary part of a ‘broad and balanced curriculum’ and must be provided for all registered pupils in state-funded schools in England, unless withdrawn by their parents.’

School Standards and Framework Act 1998, Schedule 19; Education Act 2002, section 80.

We follow the ‘Herefordshire Agreed Syllabus for RE 2020-2025.’ Please also refer to:

• Long Term Overview – to identify themes used to explore the big questions by each class.
• Vocabulary Document – words required to be taught in each class.

This is how it works:

• Children in Wrens and Robins receive 36 hours of RE tuition a year. Children in Woodpeckers, Owls and Peregrines receive 45 hours of RE tuition a year. This is generally taught through one-hour weekly sessions but also through RE days where appropriate.
• Children encounter religious traditions as follows:

       - Wrens – Christians and other faiths as they develop a greater understanding of the world around them.

       - Robins – Christians, Jews and Muslims.

       - Woodpeckers, Owls and Peregrines – Christians, Jews, Muslims and Hindus.

       Consideration of other non-religious worldviews are also incorporated where appropriate.

• The ‘Understanding Christianity – Text, Impact, Connections’ resource is used to explore Christian beliefs and the ‘Hereford Agreed Syllabus Support Materials’ planning is used for non-Christian and thematic units. Key concepts are revisited and explored in more depth as the children move through school and units have been organised so opportunities for shared learning across classes can take place – please refer to our ‘Whole School RE Overview’.
• A variety of activities are planned to help children develop and express their own reflections in response to the key questions studied.
• There are opportunities for paired, group and class discussion and debate to consolidate learning and to help children develop and articulate their own ideas, values and identities.
• A range of artefacts, images and texts are used to help children understand that ideas are expressed in a range of ways and can be interpreted differently.

This is what the adults do:

• Plan exciting progressive lessons which build on prior knowledge.
• Enable children to make sense of belief, understand the impact and make connections.
• Create a learning environment that supports learning, engages children’s interest in the topic being studied and encourages personal reflection.
• Regularly assess children’s progress in response to the expected outcomes outlined in the Herefordshire Agreed Syllabus 2020-2025.
• Annually report to parents/carers children’s progress in response to the RE studied.
• Regular book scrutinies, learning walks, meetings with children and planning audits. 
• Participate in professional development opportunities.

This is how we support children:

• We build on children’s prior knowledge and understanding.
• We differentiate or adapt tasks in response to teacher assessment and children’s responses.  
• We provide visual and practical prompts.
• We make links to how key questions may link to their own experiences.

This is how we support staff:

• We share knowledge in staff meeting times.
• We have links with the local clergy who can offer guidance with Christianity units.
• We participate in relevant training offered by the Herefordshire Diocese.

This is how we challenge:

• We build on children’s prior knowledge and understanding.
• We differentiate or adapt tasks in response to teacher assessment and children’s responses.  
• We use ‘Digger Deeper’ units in ‘Understanding Christianity’ where appropriate.
• We give opportunities for greater independence when analysing and evaluating.

This is how we ensure all children can access the curriculum:

• Offering support in response to individual SEN or EAL needs e.g. adult support to read texts, use of visual prompts, longer thinking time etc.
• Seating children alongside good role models to support one another.
• More frequent repetition and revisiting to help make learning stick. 
• By providing visual/practical prompts.
• Teaching lessons using a range of different techniques to appeal to different learning styles e.g. debate, art activities, roleplay, stories etc.

What is Cultural Capital?

The National Curriculum defines cultural capital as: ‘the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement’. This powerful knowledge can be split into two categories: powerful subject knowledge and powerful personal knowledge.

RE enables children to access and enhance their understanding of their home, their local area and the wider community, developing their cultural capital and giving them opportunities and choices about their future and their impact as they progress through their school career and beyond. This will help them become successful members of modern British society, preparing them for the challenges and opportunities they will face.

• Children may demonstrate an understanding of the significance of different religious buildings and places in terms of belief, community, architecture, culture, geography and history. They will understand some of the purposes of such buildings and the impact they have had and continue to have on their communities and beyond.

• They develop an appreciation for different religious expressions.

• They are given opportunities to develop a sense of awe and wonder of the world around them.

Class

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Wrens

F1 – Why is the word ‘God’ so important to Christians?

Children will know that: 

* The word ‘God’ is a name.

* Christians believe God made our wonderful world and so we should look after it.

F2 – Why is Christmas special for Christians?

Children will know that: 

* Christians believe God came to Earth in human form as Jesus to show that all people are precious and special to God.

F6 – Which stories are special and why?

Children will know that: 

* The Bible is a sacred text for Christians and the Torah is a sacred text for Jewish people.

* The story of Zacchaeus teaches Christians about being friends with the friendless.

* The Chanukah story teaches Jews about standing up for what is right.

F5 – What places are special and why?

Children will know that: 

* A church is a special place for Christians.

* Special objects found in a church link to beliefs about God.

F3 – Why is Easter special for Christians?

Children will know that: 

* Christians remember Jesus’ last week at Easter.

* Christians believe Jesus came to show God’s love and so try to show love to others.

1.1 – What do Christians believe God is like?

Children will know that:

* The story of the Lost Son teaches Christians the idea of God as a forgiving Father.

F4 - Where do we belong?

Children will know:

* What happens at a traditional Christian infant baptism and dedication.

* What happens when a baby is welcomed into a religion other than Christianity.

Robins

A - 1.2 – Who do Christians say made the world?

Children will know:

 * That the ‘Creation’ is the beginning of the ‘big story’ of the Bible.

* What Christians do to say ‘thank you’ to God for Creation.

B - 1.9 - How should we care for others and the world, and why does it matter?

Children will know that:

* People show that they care for others, making links to stories they have heard.

* People should look after the natural world and explain why.

A - 1.7 – Who is Jewish and how do they live?

Children will know that:

* Stories used in celebrations (e.g. Shabbat, Chanukah) remind Jews about what God is like.

A - 1.3 – Why does Christmas matter to Christians?

Children will know that:

* The story of Jesus’ birth is important for Christians.

* Christians use the story of the Nativity to guide their beliefs and actions at Christmas.

B - 1.7 – Who is Jewish and how do they live?

Children will know that:

* Some Jewish people might remember God in different ways (e.g. mezuzah, on Shabbat)

B - 1.3 – Why does Christmas matter to Christians?

Children will know that:

* The story of Jesus’ birth is important for Christians.

* Christmas is shared by people who are Christians and for people who are not.

A - 1.4 What is the ‘good news’ Christians say Jesus brings?

Children will know: 

* That Jesus gives instructions to people about how to behave.

* How Christians put these beliefs into practice in the Church community and their own lives (for example: charity, confession)

B - 1.4 What is the ‘good news’ Christians say Jesus brings?

Children will know:

* Ways in which Christians follow the teachings studied about forgiveness and peace, and bringing good news to the friendless.

A - 1.8 – What makes some places sacred to believers?

Children will know: 

* That some places are special to people, and what the difference is between religious and non-religious places.

* How people worship at a mosque and identify at least 3 objects used in worship.

A - 1.5 – Why does Easter matter to Christians?

Children will know that:

* Incarnation and Salvation are part of a ‘big story’ of the Bible.

* Christians show their beliefs about Jesus’ death and resurrection in church worship at Easter.

B - 1.8 – What makes some places sacred to believers?

Children will know: 

* That some places are special to people, and what the difference is between religious and non-religious places.

* How people worship at a synagogue and identify at least 3 objects used in worship.

B - 1.5 – Why does Easter matter to Christians?

Children will know that:

* Incarnation and Salvation are part of a ‘big story’ of the Bible.

* Christians show their beliefs about Jesus’ death and resurrection in church worship at Easter.

A - 1.6 – Who is a Muslim and how do they live?

Children will know that:

* The words of the Shahadah and that it is very important for Muslims.

B - 1.6 – Who is a Muslim and how do they live?

Children will know that:

* Muslims put their beliefs about prayer into action.

A - 1.10 – What does it mean to belong to a faith community?

Children will know:

* What happens at a traditional Muslim welcome ceremony, and suggest what the actions and symbols mean.

* Identify at least two ways people show they love each other and belong to each other when they get married (Christian)

B - 1.10 – What does it mean to belong to a faith community?

Children will know:

* What happens at a traditional Jewish welcome ceremony, and suggest what the actions and symbols mean.

* Identify at least two ways people show they love each other and belong to each other when they get married (Jewish)

Woodpeckers

A - L2.1 – What do Christians learn from the Creation story?

Children will know:

* What Christians do because they believe God is Creator (e.g. follow God, wonder at how amazing God’s creation is; care for the Earth etc.)

B - L2.1 – What do Christians learn from the Creation story?

Children will know:

* How and why Christians might pray to God, say sorry and ask for forgiveness.

A - L2.10 – How do festivals and family life show what matters to Jewish people?

Children will know:

* Simple links between Jewish beliefs about God and his people and how Jews live (e.g. through celebrating forgiveness, salvation and freedom at festivals)

B - L2.10 – How do festivals and family life show what matters to Jewish people?

Children will know that:

* Jews show their beliefs through worship in festivals, both at home and in wider communities.

A - L2.2 – What is it like for someone to follow God?

Children will know:

* Simple links between promises in the story of Noah and promises that Christians make at a wedding ceremony.

B - L2.2 – What is it like for someone to follow God?

Children will know:

* Make links between the story of Noah and how we live in school and the wider world.

A - L2.7 – What do Hindus believe that God is like?

Children will know:

* Clear links between some stories (e.g. Svetaketu, Ganesh, Diwali) and what Hindus believe about God.

A - L2.5 – Why do Christians call the day Jesus died ‘Good Friday’?

Children will know:

* The word ‘Salvation’, and that Christians believe Jesus came to ‘save’ or ‘rescue’ people, e.g. by showing them how to live.

* What the events of Holy Week mean to Christians.

* Simple links between the Gospel accounts and how Christians mark the Easter events in their communities.

B - L2.7 – What do Hindus believe that God is like?

Children will know:

* Simple links between beliefs about God and how Hindus live (e.g. choosing a deity and worshiping at a home shrine; celebrating Diwali)

B - L2.5 – Why do Christians call the day Jesus died ‘Good Friday’?

Children will know:

* The word ‘Salvation’, and that Christians believe Jesus came to ‘save’ or ‘rescue’ people, e.g. by showing them how to live.

* What the events of Holy Week mean to Christians.

* Simple links between the Gospel accounts and how Christians mark the Easter events in their communities.

A - L2.6 – For Christians, what was the impact of Pentecost?

Children will know:

* Links between the story of Pentecost and Christian beliefs about the ‘kingdom of God’ on Earth.

* How Christians show their beliefs about the Holy Spirit in worship.

B - L2.6 – For Christians, what was the impact of Pentecost?

Children will know:

* What Pentecost means to some Christians now.

* Links between ideas about the kingdom of God in the Bible and what people believe about following God today.

A - L2.11 – How and why do people mark the significant events of life?

Children will know:

* Some beliefs about love, commitment and promises in two religious traditions and describe what they mean.

* Some differences in how people celebrate commitment (e.g. different practices of marriage, or Christian baptism.)

B - L2.11 – How and why do people mark the significant events of life?

Children will know:

* Simple links between beliefs about love and commitment and how people in at least two religious traditions live (e.g. through celebrating forgiveness, salvation and freedom at festivals).

Owls

A - L2.12 – How and why do people try to make the world a better place?

Children will know:

* Simple links between teachings about how to live and ways in which people try to make the world a better place (e.g. tikkun olam and the charity Tzedek)

B - L2.12 – How and why do people try to make the world a better place?

Children will:

* Make links between religious beliefs and teachings and why people try to live and make the world a better place.

A - L2.3 – What is the Trinity and why is it important for Christians?

Children will know:

* How Christians show their beliefs about God the Trinity in worship in different ways (in baptism and prayer, for example) and in the way they live.

B - L2.3 – What is the Trinity and why is it important for Christians?

Children will know:

* What texts about baptism and Trinity mean to some Christians today.

A - L2.4 - What kind of world did Jesus want?

Children will know:

* How Christians try to show love for all, including how Christian leaders try to follow Jesus’ teaching in different ways.

B - L2.4 - What kind of world did Jesus want?

Children will know:

* Clear links between the calling of the first disciples and how Christians today try to follow Jesus and be ‘fishers of people’

A - L2.8 – What does it mean to be a Hindu in Britain today?

Children will know:

* Some different ways in which Hindus show their faith (e.g. between different communities in Britain, or between Britain and parts of India.

A - U2.5 – What do Christians believe Jesus did to ‘save’ people?

Children will know:

* Clear connections between the Christian belief in Jesus’ death as a sacrifice and how Christians celebrate Holy Communion/Lord’s Supper.

* How Christians put their beliefs into practice in different ways.

B - L2.8 – What does it mean to be a Hindu in Britain today?

Children will know:

* What is good about being a Hindu in Britain today and whether taking part in family and community rituals is a good thing for individuals and society giving good reasons for their ideas.

B - U2.5 – What do Christians believe Jesus did to ‘save’ people?

Children will know:

* Clear connections between the Christian belief in Jesus’ death as a sacrifice and how Christians celebrate Holy Communion/Lord’s Supper.

* How Christians put their beliefs into practice in different ways.

A - L2.9 – How do festivals and worship show what matters to a Muslim?

Children will know:

* What ibadah (worship) in Islam involves (e.g. prayer, fasting, celebrating).

B - L2.9 – How do festivals and worship show what matters to a Muslim?

Children will know:

* Some beliefs about God in Islam, expressed in Surah 1.

A - U2.6 – For Christians, what kind of king was Jesus?

Children will know:

* Clear connections between belief in the kingdom of God and how Christians put their beliefs into practice.

B - U2.6 – For Christians, what kind of king was Jesus?

Children will know:

* How to relate the Christian ‘kingdom of God’ model (i.e. loving others, serving the needy) to issues, problems and opportunities in the world today.

Peregrines

A - U2.1 – What does it mean if Christians believe God is holy and loving?

Children will know:

* Some different types of biblical texts, using technical terms accurately.

* Connections between Bible texts studied and what Christians believe about God, for example, through how cathedrals are designed.

B - U2.2. – Creation and science: conflicting or complementary?

Children will know:

* Clear connections between Genesis 1 and Christian belief about God as Creator.

* Why many Christians find science and faith go together.

A - U2.9 – Why is the Torah so important to Jewish people?

Children will know:

* Clear connections between Jewish beliefs about the Torah and how they use and treat it.

A - U2.3 – Why do Christians believe Jesus was the Messiah?

Children will know:

* The place of Incarnation and Messiah within the ‘big story’ of the Bible.

* How Christians put their beliefs about Jesus’ Incarnation into practice in different ways in celebrating Christmas.

B - U2.9 – Why is the Torah so important to Jewish people?

Children will know:

* How Jewish people put their beliefs into practice in different ways (e.g. some differences between Orthodox and Progressive Jewish practice).

B - U2.3 – Why do Christians believe Jesus was the Messiah?

Children will know:

* The place of Incarnation and Messiah within the ‘big story’ of the Bible.

* How Christians put their beliefs about Jesus’ Incarnation into practice in different ways in celebrating Christmas.

A - U2.4 – How do Christians decide how to live? ‘What would Jesus do:

Children will know:

* Clear connections between Gospel texts, Jesus’ ‘good news’, and how Christians live in the Christian community and in their individual lives.

B - U2.12 – How does faith help when life gets hard?

Children will know:

* At least three examples of ways in which religions guide people in how to respond to good and hard times in life.

A - U2.7 – Why do Hindus try to be good?

Children will know:

* The four Hindu aims of life and the four stages of life and connect with beliefs about dharma, karma, moksha, etc.

A - AU - What difference does the Resurrection make for Christians?

Children will know that:

* Belief in Jesus’ resurrection confirms to Christians that Jesus is the incarnate Son of God, but also that death is not the end. This belief gives Christians hope for life with God, starting now and continuing in a new life (heaven).

B - U2.7 – Why do Hindus try to be good?

Children will know:

* The impact belief in karma and dharma might have on individuals and the world, recognising different points of view.

B - AU - What difference does the Resurrection make for Christians?

Children will know that:

* Christians read the ‘big story’ of the Bible as pointing out the need for God to save people. This salvation includes the ongoing restoration of humans’ relationship with God.

A - U2.8 – What does it mean to be a Muslim in Britain today?

Children will know:

* How Muslims put their beliefs into practice in different ways.

B - U2.8 – What does it mean to be a Muslim in Britain today?

Children will know:

* Connections between Muslim beliefs studied and Muslim ways of living in Britain today.

A - U2.10 – What matters most to Humanists and Christians?

Children will know:

* Clear connections between Christian and Humanist ideas about being good and how people live.

* Why it might be helpful to follow a moral code and why it might be difficult, offering different points of view.

B - U2.11 – Why do some people believe in God and some people not?

Children will know:

* The terms ‘theist’, ‘atheist’ and ‘agnostic’ and give examples of statements that reflect these beliefs.