Religious Education Curriculum Overview
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Year group |
Autumn term 1 |
Autumn term 2 |
Spring term 1 |
Spring term 2 |
Summer term 1 |
Summer term 2 |
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Reception Christianity |
What makes everyone unique and precious? |
What is our Christmas play about? |
How can we help each other? |
What can we put in an Easter garden? |
How can we care for our wonderful world? |
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Year 1 Christianity and Judaism |
Why is belonging to the church family important to some Christians? Church visit |
Why is the idea of light important at Christmas? |
Why is the Torah important to Jewish people? |
Why do Christians follow Jesus? |
What do parables teach us?
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Year 2 Christianity and Judaism |
Why is doing good deeds important to Jewish people? Synagogue visit |
Why do we swap give and receive gifts at Christmas? |
What do Jewish people think about each new year?
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What symbols do Christians use at Easter?
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Why do Christians pray?
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How do Jewish people pray?
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Year 3 Christianity and Islam |
Why do Muslims call Mohammed (pbh) ‘the seal of the prophets’? |
What is the significance of angels at Christmas? |
How does the Qur’an guide Muslims? |
What does the cross symbolise to Christians? |
How does a Muslim show that they follow Allah? Mosque visit |
How does Jesus inspire Christians to serve others?
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Year 4 Christianity and Hinduism |
What is meant by the words ‘the Kingdom of God’? |
How are Christmas and Advent celebrated around the world? |
What does it mean to be on a mission? |
How does the story of Rama and Sita inspire Hindus? |
Why do Hindus want to collect good karma? Hindu Temple visit |
What symbols and stories help Jewish people remember their covenant with God? |
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Year 5 Christianity, and Sikhism |
Why is the Gospel good news for Christians? |
How do Christians show their belief that Jesus is God incarnate? |
How do Sikhs put their beliefs about equality in to practice? Sikh temple visit |
Does believing in the resurrection change Christians view of life and death? |
What do the gurus teach Sikhs? |
Why do Humanists say happiness is the goal fo life? |
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Year 6 World views and secularism |
What is ‘holiness’ to Jewish people? Visit to a synagogue. |
What are the differences between a secular and a religious Christmas? |
How does the 'Triple Refuge' help Buddhists on their journey through life?
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How does the 'Triple Refuge' help Buddhists on their journey through life? Visit to the Buddhist center. |
How did Buddha teach his followers to find enlightenment? |
How does Tawhid create a sense of community amongst Muslims? |
Rationale
‘All children need to acquire core knowledge and understanding of the beliefs and practices of the religions and worldviews which not only shape their history and culture but which guide their own development. The modern world needs young people who are sufficiently confident in their own beliefs and values that they can respect the religious and cultural differences of others, and contribute to a cohesive and compassionate society.’
National Association Teachers of Religious Education (NATRE)
Rationale of CHPS RE curriculum.
At Carlton Hill we encourage children to consider
‘Not everyone shares the same beliefs but we all share one world.’
RE in our own words
At Carlton Hill Primary School, RE is about helping us all to understand the religions practised by many in our world. We explore what people who practice each religion believe and how this is an important part of their daily life. We also explore secular (non-religious) world views. We want our children to have confidence in their own beliefs and values and to respect the religions and cultural traditions of others. Through our RE curriculum we aim to promote community cohesion in a diverse society, where children understand and value what is important to each other.
Central to our approach to teaching RE is to encourage children to question, explore and reflect on their learning. The curriculum does not seek to persuade children to adopt any particular belief.
How is our RE curriculum organised?
Our curriculum is planned to incrementally grow the knowledge and skills of the children. It has been developed using the Brighton and Hove programme of study and meets the legal framework for RE teaching in primary schools.
The underlying principles of its design are:
An enquiry based approach – encouraging active learning, which enables children to have balanced and informed conversations,
Experiences - inviting people of faith to school to talk with the children in class and in whole school assemblies,
Visits - to places of worship in our local community – Church yr 1, Synagogue yr2, Mosque yr 3, Hindu Temple yr 4, Sikh Temple yr 5 and Buddhist Centre yr 6.
What is the impact of our RE curriculum?
We assess the impact of our RE curriculum in two ways.
End of unit outcomes
Each child has an RE journal which they take with them from years 1-6. This is a record of their learning in RE. There will always be one record of their activities for each unit in their journal.
Assessment
In KS1, learning is teacher assessed with notes made against each learning objective. Any child who needs further support is identified at this stage.
Pupil self – assessment
In KS2 pupils self- assess by completing the cover sheet in their learning journal.
Pupil voice
All of our subject leaders are given time to listen to pupils from across the school and discuss their given subjects. This will inform any development and adjustment of our planning for the future.
What are the inspirations for our RE curriculum?
In our school, we use plans that created by The Emmanuel Project written by a Diocesan School’s Advisor, Helen Matter, in consultation with RE teachers and SACRE for Suffolk LA. These plans were recommended my Mary Myatt. The plans give teachers sufficient detailed subject knowledge to teach confidently. Each unit has exciting stimuli to engage the children with their learning.
What do pupils have to say about RE?
Coming soon
What are the key milestones in RE?
These milestones are a snapshot to support teachers when assessing children’s learning. Please see the ‘Progressing of skills and knowledge’’ document to for more detailed mapping across all year groups.
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Early Years (EYFS) |
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PSE: show sensitivity to their own needs and the needs of others. UTW: Talk about the lives of people around them and their roles in society Understand the past through settings, characters and events. People and Communities: Know some similarities and differences between different religions and cultural communities in this country, drawing on their experiences and what is shared in class.
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Key Stage 1 |
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By the end of Year 1, children should have started to:
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By the end of Year 2, children should be able to:
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Key Stage 2 |
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By the end of Year 3 and 4, children should be able to:
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By the end of Year 5 and 6 children should be able to:
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What are the strengths and ways forward for RE?
The plans we are working from provide solid subject knowledge for teachers and a range of exciting and engaging activities. Teachers find the plans supportive with lots of interesting activities and resources to draw from.
New RE journals are now being kept from year 2 and go with the children to year 6. The journals will show progression in their knowledge and understanding of world religions
To improve RE teaching we need ensure that visits to local places of worship happen and that visitors representing different religions come to talk to the children.
Progression of skills
If you would like to see the skills covered across the school, please open the document below,
