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Religious Education

Religious Education at  Breckon Hill Primary School

Curriculum Intent

Middlesbrough Agreed Syllabus for Religious Education

The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop reasons of their own.

We want children to:

  1. Know about and understand a range of religions and worldviews, so they can:
  2. Describe, explain and analyse beliefs and practices, recognising the diversity that exists within and between communities and amongst individuals
  3. Identify, investigate and respond to questions posed, and responses, offered by some of the sources of wisdom found in religions and worldviews
  4. Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
  • Express ideas and insights about the nature, significance and impact of religions and worldviews, so they can:
  • Explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities
  • Express with increasing discernment their personal reflections and critical responses to questions
  • Appreciate and appraise varied dimensions of religion.
  • Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
  • Find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively
  • Enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all
  • Articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.

Because of this, we feel it is important for the subject to be taught discretely as well as incorporated within other curriculum subjects such as English and Art. There may be times when a topic lends itself to a special RE day or week focus.

Curriculum Implementation

Our RE curriculum follows the RE Today Scheme of work from Reception to Year 6. Each unit of work is based on a key question.

All the units of work focus on the three key ideas:

  • Believing (religious beliefs, teachings, sources; questions about meaning, purpose and truth)
  • Expressing (religious and spiritual forms of expression; questions about identify and diversity)
  • Living religious practices and ways of living; questions about values and commitments).

Reception

Unit Strand Religions
F1: Which stories are special and why? Believing Christianity, others
F2: Which people are special and why? Beliefs Christianity, Sikhism
F3: Which places are special and why? Expressing Christianity, Islam
F4: Which times are special and why? Expressing Christianity, Judaism, Hinduism
F5: Where do we belong? Living Christianity, Islam, Hinduism
F6: What is special about our world?   Living Christianity, Islam, Judaism

Year 1

Unit Strand Religions
1.1 Who is a Christian and what do they believe? Believing Christianity
1.5 What makes some places sacred? Expressing Christianity, Islam/Judaism
1.6 How and why do we celebrate special and sacred times? Expressing Christianity, Islam/Judaism
1.7 What does it mean to belong to a faith community? Living Christianity, Judaism, Islam

Year 2

Unit Strand Religions
1.2 Who is a Muslim and what do they believe? Believing Islam
1.3 Who is Jewish and what do they believe? Believing Judaism
1.4 What can we learn from sacred books? Believing Christianity, Islam, Judaism
1.6 How and why do we celebrate special and sacred times? Expressing Christianity, Islam/Judaism
1.8 How should we cars for others and the world, and why does it matter? Living Christianity, Judaism, other

Year 3

Unit Strand Religions
L2.1 What do different people believe about God? Believing Christianity, Islam/Hinduism, other
L2.2 Why is the Bible important for Christians today? Believing Christianity
L2.4 Why do people pray? Expressing Christianity, Islam, Hinduism, other
L2.5 Why are festivals important to religious communities? Expressing Christianity and another
L2.7 What does it mean to be a Christian in Britain today? Living Christianity

Year 4

Unit Strand Religions
L2.3 Why is Jesus inspiring to some people? Believing Christianity
L2.5 Why are festivals important to religious communities? Expressing Christianity plus others
L2.6 Why do some people think life is a journey? Expressing Christianity, Hinduism, Judaism
L2.8 What does it mean to be a Hindu in Britain today? Living Hinduism
L2.9 What can we learn from religions about deciding what is right and wrong? Living Christianity, Judaism, non- religious (Humanist?)

Year 5

Unit Strand Religions
U2.1 Why do some people believe God exists? Believing Christianity, Non-religious (Humanist?)
U2.2. What would Jesus do? Can we live by the values of Jesus in the 21st Century? Believing Christianity
U2.4 If God is everywhere, why go to a place of worship? Expressing Christianity, Hinduism, Judaism
U2.6 What does it mean to be a Muslim in Britain today? Living  Islam

Year 6

Unit Strand Religions
U2.3 What do religions say to us when life gets hard? Believing Islam, Christianity, Hinduism, non-religious
U2.5 Is it better to express your religion in arts and architecture or in charity and generosity? Expressing Christianity, Islam, Non-religious
U2.7 What matters most to Christians and Humanists? Living Christianity, Humanists
U2.8 What difference does it make to believe in Ahimsa (harmlessness), Grace (the generosity of God) and Ummah (community) Living     Christianity, Islam, Hinduism

Due to the diverse nature of our school children may encounter other religions and worldviews at different stages in addition to the scheme of work.

Curriculum Impact

It is our aim that the RE curriculum equips children with key knowledge and skills set out in the Agreed Syllabus.

RE is assessed and developed through the use of the Agreed Syllabus assessment model and tracked twice a year.

The impact of the RE curriculum is monitored by the subject leader and evidenced in an annual portfolio.

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