RE

Intent

At Rainford C.E., we aim to ensure our pupils are to be well prepared for life in our increasingly diverse society. We intend to enable pupils to acquire the necessary knowledge and skills to make sense of the complex world in which they live so that they can 'respect religious and cultural differences and contribute to a cohesive and compassionate society' (RE Review 2013).

Our Religious Education curriculum provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. Pupils learn to weigh up the value of wisdom from different sources, to develop and express insights in response, and to agree or disagree respectfully.

Our curriculum encourages pupils to articulate clearly and coherently their personal beliefs, ideas, values and experiences so that they can hold balanced and well informed conversations about religions and worldviews whilst respecting the views of others.

 

Implementation

The curriculum content is sequenced to build learning over time- the content is planned and sequenced so that knowledge and skills build on prior learning and towards clearly defined end points; curriculum content supports subsequent learning: within lessons, lesson sequences, topics, years and phases curriculum; planning identifies small enough component steps; and known gaps in knowledge and skills are addressed in the sequencing of lesson content.

Our RE curriculum is progressive in sequence so that children have continuity of units taught as they move across year groups. Every child’s RE book shows progression and progress throughout each unit so that pupils have the opportunity to look at their prior learning to place learning into the bigger picture.

In EYFS, children will learn how to work collaboratively and how to express their feelings and consider the feelings of others and understand how it feels to belong and that we are similar and different.  They will develop an understanding of the school community – they will recognise different parts of the school and the people who make up the school community including members of the clergy.  They will have experience of visiting the local church.

In Key Stage 1 the fundamentals of other faiths are developed so that in Key Stage 2 the teaching is built upon to further deepen the child’s understanding and knowledge of Christianity and other faiths.

 In KS2 we have mixed classes.   As a result, we have ordered curriculum units to ensure progression. For example, within one curriculum year all Hindu units are taught.  This means that learning is layered and learning builds on previous learning. Christianity units are built around God, Jesus and Church and these recur on an annual basis. There is a focus question for each unit of work.

 

Long Term Planning

EYFS

Special times

How and why do we celebrate?

What times are special to different people and why?

Special Stories

Why are some stories special?  What special messages can we learn from stories?

Special places

What buildings and places are special to different people? OR What is special about our world?

Year 1

Key question (all year)

What do people say about God?

 

 

Christianity (God)

Focus question Why do Christians say that God is a ‘Father’?

 

Christianity (Jesus)

Focus question Why is Jesus special to Christians?

Islam

Focus Question: How might beliefs about creation affect the way people treat the world?

 

Judaism

Focus question Why might some people put their trust in God?

Hindu Dharma

Focus question What do Hindus believe about God?

Christianity (Church)

Focus Question:  How might some people show that they ‘belong’ to God?

Year 2

Key question (all year) How do we respond to the things that really matter?

 

 

Christianity (God)

Focus Question: Does how we treat the world matter?

 

Christianity (Jesus)

Focus question: Why do Christians say that Jesus is the ‘Light of the World’?

Hindu dharma

Focus question How might people express their devotion?

 

Islam

Focus questions: Why do Muslims believe it is important to obey God?

Christianity (Church)

Focus question: What unites the Christian community?

 

Judaism

Focus question What aspects of life really matter?

Y3

 

Key question all year: Who should we follow?

Christianity (God)

Focus question How (and why) have some people served God?

 

Islam

Focus question-Why is the Prophet Muhammad an example to Muslims?

Christianity (Jesus)

Focus question What does it mean to be a disciple of Jesus?

 

Christianity (Church)

Focus question What do Christians mean by the ‘Holy Spirit’?

Sikhism  

Focus question Why are the Gurus important to Sikhs?

 

Hindu Dharma

Focus question Why is family an important part of Hindu life?

Y4 2022-23

Two key questions explored across the year:  Who should we follow? And

How should we live our lives?

Christianity (Church) Yr 4

Focus question What does ‘love your neighbour’ really mean?

 

Christianity (Jesus) Y3

Focus question What does it mean to be a disciple of Jesus?

Christianity (Jesus) Yr 4

Focus question Is sacrifice an important part of religious life?

 

 

Christianity (God) Yr 4

Focus question How and why might Christians use the Bible?

Hindu dharma (Y3)

Focus question Why is family an important part of Hindu life?

 

Hindu dharma Yr 4

Focus question What might a Hindu learn through Celebrating Diwali?

Y5 AND Y6

2022-2023

Key questions covered this year:

Where can we find guidance about how to live our lives?

Is life like a journey?

Hindu dharma Yr 5 unit

Focus question-

What might Hindus learn from stories about Krishna?

 

 

Christianity (Jesus) Yr 5

What do we mean by a miracle?

 

Judaism Yr 5

Focus question

Do people need laws to guide them?

 

 

Christianity (God) Yr6

How do Christians mark the ‘turning points’ on the journey of life?

 

Hindu dharma  Yr 6

Focus question

Is there one journey or many?

 

 

Christianity (Church) Yr 6

If life is like a journey, what’s the destination?

 

 

Parents have a right to withdraw their child from all or part of R.E. If parents wish to do so, please contact the Headteacher.

 

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