Statement of Intent for Religious Education
At our Three Hares Primary Schools, it is our intent for the Religious Education element of our school curriculum to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to answer challenging questions. This allows the exploration of different religious beliefs, values and traditions and develop a more rigorous understanding of the numerous religious traditions, beliefs and practices that are followed in our multi-cultural society. We want them to know how religious education enables pupils to combat prejudice, preparing them for adult life, employment and life-long learning.
Aims
The national curriculum for Religious Education aims to ensure that all pupils:
At our Three Hares Primary Schools, it is our intent for the Religious Education element of our school curriculum to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to answer challenging questions. This allows the exploration of different religious beliefs, values and traditions and develop a more rigorous understanding of the numerous religious traditions, beliefs and practices that are followed in our multi-cultural society. We want them to know how religious education enables pupils to combat prejudice, preparing them for adult life, employment and life-long learning.
Aims
The national curriculum for Religious Education aims to ensure that all pupils:
- develop knowledge and understanding of Christianity and other principal religious traditions represented in Great Britain;
- develop understanding of the ways in which beliefs influence people in their behaviour, practices and in their communities;
- reflect on, deepen and clarify their own experiences, values and beliefs and those of others;
- develop awareness of fundamental questions about life arising from human experience and how religious beliefs and practices can relate to them;
- recognise the right of people to hold diverse beliefs and values and to develop positive attitudes of respect towards other people;
- benefit from opportunities to enhance their spiritual, moral, social and cultural development.
Autumn |
Spring |
Summer |
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Year 1 |
1.10 What does it mean to belong to a faith community? 1.1 What do Christians believe God is like? |
1.7 Who is Jewish and how do they live? 1.1 What do Christians believe God is like? |
1.9 How should we care for the world and for others, and why does it matter? 1.2 Who do Christians say made the world? |
Year 2 |
1.6 Who is a Muslim and how do they live? 1.3 Why does Christmas matter to Christians? |
1.6 Who is a Muslim and how do they live? Part 2 1.5 Why does Easter matter to Christians? |
1.4 What is the ‘good news’ Christians believe Jesus brings? 1.8 What makes some places sacred to believers? |
Year 3 |
L2.1 What do Christians learn from the Creation story? L2.2 What is it like for someone to follow God? |
L2.9 How do festivals and worship show what matters to a Muslim? L2.10 How do festivals and family life show what matters to Jewish people? |
L2.4 What kind of world did Jesus want? L2.12 How and why do people try to make the world a better place? |
Year 4 |
L2.3 What is the ‘Trinity’ and why is it important for Christians? L2.7 What do Hindus believe God is like? |
L2.8 What does it mean to be Hindu in Britain today? L2.5 Why do Christians call the day Jesus died ‘Good Friday’? |
L2.6 For Christians, when Jesus left, what was the impact of Pentecost? L2.11 How and why do people mark the significant events of life? |
Year 5 |
U2.1 What does it mean if Christians believe God is holy and loving? U2.8 What does it mean to be a Muslim in Britain today? |
U2.3 Why do Christians believe Jesus was the Messiah? U2.9 Why is the Torah so important to Jewish people? |
U2.4 Christians and how to live: ‘What would Jesus do? U2.10 What matters most to Humanists and Christians? |
Year 6 |
U2.2 Creation and science: conflicting or complementary? U2.11 Why do some people believe in God and some people not? |
U2.7 Why do Hindus want to be good? U2.5 What do Christians believe Jesus did to ‘save’ people? |
U2.6 For Christians, what kind of king is Jesus? U2.12 How does faith help people when life gets hard? |
In 2020, we began using the Devon and Torbay Agreed Syllabus for teaching RE.
Principal aim
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.
We use the Devon and Torbay agreed syllabus 2019 - 2024. This syllabus reflects a broad and inclusive curriculum, exploring religion and world views. Staff have received training and will continue to be supported by the curriculum leader, SACRE and the Diocese of Exeter.
The curriculum for RE aims to ensure that all pupils:
1. Make sense of a range of religious and non-religious beliefs, so that they can:
• identify, describe, explain and analyse beliefs and concepts in the context of living religions, using appropriate vocabulary
• explain how and why these beliefs are understood in different ways, by individuals and within communities
• recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are used, expressed and interpreted in different ways, developing skills of interpretation
2. Understand the impact and significance of religious and non-religious beliefs, so that they can:
• examine and explain how and why people express their beliefs in diverse ways
• recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday lives, within their communities and in the wider world
• appreciate and appraise the significance of different ways of life and ways of expressing meaning
3. Make connections between religious and non-religious beliefs, concepts, practices and ideas studied, so that they can:
• evaluate, reflect on and enquire into key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses
• challenge the ideas studied, and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitments clearly in response
• discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding.
We use an enquiry based approach to RE teaching and learning:
Principal aim
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.
We use the Devon and Torbay agreed syllabus 2019 - 2024. This syllabus reflects a broad and inclusive curriculum, exploring religion and world views. Staff have received training and will continue to be supported by the curriculum leader, SACRE and the Diocese of Exeter.
The curriculum for RE aims to ensure that all pupils:
1. Make sense of a range of religious and non-religious beliefs, so that they can:
• identify, describe, explain and analyse beliefs and concepts in the context of living religions, using appropriate vocabulary
• explain how and why these beliefs are understood in different ways, by individuals and within communities
• recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are used, expressed and interpreted in different ways, developing skills of interpretation
2. Understand the impact and significance of religious and non-religious beliefs, so that they can:
• examine and explain how and why people express their beliefs in diverse ways
• recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday lives, within their communities and in the wider world
• appreciate and appraise the significance of different ways of life and ways of expressing meaning
3. Make connections between religious and non-religious beliefs, concepts, practices and ideas studied, so that they can:
• evaluate, reflect on and enquire into key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses
• challenge the ideas studied, and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitments clearly in response
• discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding.
We use an enquiry based approach to RE teaching and learning:
- Asking questions: Refine and define enquiries using a range of methods and sources
- Investigation: Collect, compare, analyse and interpret information
- Drawing conclusions: Organise and present findings to develop arguments and suggest interpretations
- Evaluation: Critically evaluate
- Reflection and expression: Apply critical thinking and reflection to evaluate learning
Foundation Stage
During Foundation Stage, children begin to explore the world of religion in terms of special people, books, times, places and objects, visiting places of worship and through celebration. Children listen to and talk about stories. They are introduced to specialist words and use their senses in exploring religious beliefs, practices and forms of expression. They reflect upon their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.
KS1
At Key Stage 1, pupils learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion for believers, especially other children and their families. Pupils ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to themselves and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging. At Key Stage, 1 pupils should study Christianity, one other religion and consider other world views.
KS2
At Key Stage 2, children investigate and consider the impact of religion and belief locally, nationally and globally. They make connections between different aspects of religion and belief and consider different forms of religious expression. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and the importance of dialogue between them. They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their ideas clearly, recognising other people’s viewpoints. They consider their own beliefs and values and those of others in the light of their learning in religious education. At Key Stage 2, children study, in a more systematic way, Christianity, Hinduism, Judaism and Islam and non-religious world views such as Humanism.
During Foundation Stage, children begin to explore the world of religion in terms of special people, books, times, places and objects, visiting places of worship and through celebration. Children listen to and talk about stories. They are introduced to specialist words and use their senses in exploring religious beliefs, practices and forms of expression. They reflect upon their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.
KS1
At Key Stage 1, pupils learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion for believers, especially other children and their families. Pupils ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to themselves and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging. At Key Stage, 1 pupils should study Christianity, one other religion and consider other world views.
KS2
At Key Stage 2, children investigate and consider the impact of religion and belief locally, nationally and globally. They make connections between different aspects of religion and belief and consider different forms of religious expression. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and the importance of dialogue between them. They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their ideas clearly, recognising other people’s viewpoints. They consider their own beliefs and values and those of others in the light of their learning in religious education. At Key Stage 2, children study, in a more systematic way, Christianity, Hinduism, Judaism and Islam and non-religious world views such as Humanism.
End of phase outcomes
Each of the three elements of the teaching and learning approach is important and pupils should make progress in all of them. Below are the end of phase outcomes for each element. Each unit provides learning outcomes specific to each question, leading to these end of phase outcomes.
Each of the three elements of the teaching and learning approach is important and pupils should make progress in all of them. Below are the end of phase outcomes for each element. Each unit provides learning outcomes specific to each question, leading to these end of phase outcomes.
Teaching and learning approach |
End KS1 Pupils can… |
End lower KS2 Pupils can... |
End upper KS2 Pupils can... |
Element 1: Making sense of beliefs Identifying and making sense of religious and non-religious beliefs and concepts; understanding what these beliefs mean within their traditions; recognising how and why sources of authority (such as texts) are used, expressed and interpreted in different ways, and developing skills of interpretation |
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Element 2: Understanding the impact Examining how and why people put their beliefs into practice in diverse ways, within their everyday lives, within their communities and in the wider world. |
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Element 3: Making connections Evaluating, reflecting on and connecting the beliefs and practices studied; allowing pupils to challenge ideas studied , and the ideas studied to challenge pupils’ thinking; discerning possible connections between these and pupils’ own lives and ways of understanding the world. |
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