RE

Religious Education Curriculum

Religious Education – Intent, Implementation, Impact

Intent

This document aims to track expectations and progression of Religious education at Jennett’s Park CE primary school. At Jennett’s Park Primary School we follow ‘Discovery RE’ and ‘Understanding Christianity’ with some elements from the Diocese of Oxford work units to ensure we have a full and rich coverage of all religions.

At Jennett’s Park, RE provides a broad, balanced and coherent curriculum. It has been designed to offer breadth of content, depth of learning and coherence between concepts, knowledge, skills and content in a safe, open, respectful and inclusive environment. Our RE curriculum allows all learners to explore their own beliefs and explore other world religions to encourage our children the flourish in becoming inclusive and understanding of all faiths and cultures, equipped to life beyond school.

RE at Jennett’s Park offers opportunities for personal reflection and spiritual development, deepening the understanding of the significance of religion in the lives of themselves, others, communally, world-wide and cross-culturally.

It is important to note the importance of ensuring the correct use of terminology and understanding, such as, “not all Christians/ Muslims/Hindus/Sikhs/ Buddhists believe that…/ Some/ most Christians/ Muslims/Hindus/Sikhs/ Buddhists believe that…”

Implementation

Early Years:  Early Years Development Matters Curriculum

  • To introduce children to a range of cultures, religions and festivals.
  • Recognise similarities and differences in relations to places, objects, materials, religions, cultures, festivals and celebrations.
  • Exposure to stories, music, dance and foods from a range of cultures.
  • Use resources in role play that reflect a variety of cultures e.g. clothing, symbols, candles and toys etc.

 

The information below details how ‘Discovery RE’ and ‘Understanding Christianity are used alongside each other.

Overview of ‘Discovery RE’.

 

     Teaching & Learning approach

End of KS1

Pupils will be able to:

End of LKS2

Pupils will be able to:

End of UKS2

Pupils will be able to:

Element 1

Making sense of the text

 

Developing skills of reading and interpretation; understanding how

Christians interpret, handle and use biblical texts; making sense of meanings of texts for Christians.

Recognise that God, Creation, Incarnation and Salvation are part of a ‘big story’ of the Bible.

 

Identify at least two different types of texts from the Bible; for example, a story, a parable, a gospel account of Jesus’ life, and instructions about how to behave.

 

Tell stories from the Bible and recognise a link with a concept; for example, Creation,

Incarnation, Gospel and Salvation.

 

Give clear, simple accounts of what the texts mean to Christians.

Order at least five key concepts within a timeline of the Bible’s ‘big story’.

 

List two distinguishing features of at least three different types of biblical text; for example, Gospel, parable, letter.

 

Make clear links between biblical texts and the key concepts studied.

 

Offer suggestions about what texts might mean and give examples of what the texts studied mean to some Christians.

Outline the timeline of the ‘big story’ of the Bible, explaining the place within it of the core concepts studied.

 

Identify at least five different types of biblical texts, using technical terms accurately.

 

Explain connections between biblical texts and the key concepts studied, using theological terms.

 

Taking account of the context(s), suggest meanings for biblical texts studied, and compare their ideas with ways in which Christians interpret biblical texts, showing awareness of different interpretations.

Element 2

Understanding

the impact

 

Examining ways in which

Christians respond to biblical texts and teachings, and how they put their beliefs into action in diverse ways within the Christian community and in the world.

Give at least three examples of

ways in which Christians use

Bible concepts, stories and texts to guide their beliefs, in their individual lives and in their church communities.

 

Give at least three examples of how Christians put their beliefs into practice in church worship.

Make simple links between Bible texts and concepts studied and how Christians live in their whole lives and in their church communities.

 

Describe how Christians show their beliefs in worship and in the way they live.

Make clear connections between Bible texts

and concepts studied with what Christians believe, how Christians worship and how

Christians behave in their whole lives, their church communities, and in the wider world.

 

Show how Christians put their beliefs into practice in different ways; for example, in different denominations.

Element 3:

Making connections

 

Evaluating, reflecting on and connecting the texts and concepts studied, and discerning possible connections between these and pupils’ own lives and ways of understanding the world.

Think, talk and ask questions about whether the text has something to say to them, exploring different ideas.

Raise questions and suggest answers about how far the big ideas explored in the Bible and the concepts studied might make a difference to how pupils think and live.

 

Make links between some of the stories and teachings in the Bible and life in the world today, expressing some ideas of their own clearly.

Identify ideas arising from their study of texts and concepts, and comment on how far these are helpful or inspiring, justifying their responses.

 

Weigh up how biblical ideas, teachings or beliefs relate to the issues, problems and opportunities of their own lives and the world today, developing insights of their own.

Teaching & Learning approach

End of LKS2

Pupils will be able to:

Element 1

Making sense of the text

 

Developing skills of reading and interpretation; understanding how

Christians interpret, handle and use biblical texts; making sense of meanings of texts for Christians.

Order at least five key concepts within a timeline of the Bible’s ‘big story’.

 

List two distinguishing features of at least three different types of biblical text; for example, Gospel, parable, letter.

 

Make clear links between biblical texts and the key concepts studied.

 

Offer suggestions about what texts might mean and give examples of what the texts studied mean to some Christians.

Element 2

Understanding

the impact

 

Examining ways in which

Christians respond to biblical texts and teachings, and how they put their beliefs into action in diverse ways within the Christian community and in the world.

Make simple links between Bible texts and concepts studied and how Christians live in their whole lives and in their church communities.

 

Describe how Christians show their beliefs in worship and in the way they live.

Element 3:

Making connections

 

Evaluating, reflecting on and connecting the texts and concepts studied, and discerning possible connections between these and pupils’ own lives and ways of understanding the world.

Raise questions and suggest answers about how far the big ideas explored in the Bible and the concepts studied might make a difference to how pupils think and live.

 

Make links between some of the stories and teachings in the Bible and life in the world today, expressing some ideas of their own clearly.

 

 

Teaching & Learning approach

End of UKS2

Pupils will be able to:

Element 1

Making sense of the text

 

Developing skills of reading and interpretation; understanding how

Christians interpret, handle and use biblical texts; making sense of meanings of texts for Christians.

Outline the timeline of the ‘big story’ of the Bible, explaining the place within it of the core concepts studied.

 

Identify at least five different types of biblical texts, using technical terms accurately.

 

Explain connections between biblical texts and the key concepts studied, using theological terms.

 

Taking account of the context(s), suggest meanings for biblical texts studied, and compare their ideas with ways in which Christians interpret biblical texts, showing awareness of different interpretations.

Element 2

Understanding

the impact

 

Examining ways in which

Christians respond to biblical texts and teachings, and how they put their beliefs into action in diverse ways within the Christian community and in the world.

Make clear connections between Bible texts

and concepts studied with what Christians believe, how Christians worship and how

Christians behave in their whole lives, their church communities, and in the wider world.

 

Show how Christians put their beliefs into practice in different ways; for example, in different denominations.

Element 3:

Making connections

 

Evaluating, reflecting on and connecting the texts and concepts studied, and discerning possible connections between these and pupils’ own lives and ways of understanding the world.

Identify ideas arising from their study of texts and concepts, and comment on how far these are helpful or inspiring, justifying their responses.

 

Weigh up how biblical ideas, teachings or beliefs relate to the issues, problems and opportunities of their own lives and the world today, developing insights of their own.

 

Teaching & Learning approach

End of KS1

Pupils will be able to:

Element 1

Making sense of the text

 

Developing skills of reading and interpretation; understanding how

Christians interpret, handle and use biblical texts; making sense of meanings of texts for Christians.

Recognise that God, Creation, Incarnation and Salvation are part of a ‘big story’ of the Bible.

 

Identify at least two different types of texts from the Bible; for example, a story, a parable, a gospel account of Jesus’ life, and instructions about how to behave.

 

Tell stories from the Bible and recognise a link with a concept; for example, Creation,

Incarnation, Gospel and Salvation.

 

Give clear, simple accounts of what the texts mean to Christians.

Element 2

Understanding

the impact

 

Examining ways in which

Christians respond to biblical texts and teachings, and how they put their beliefs into action in diverse ways within the Christian community and in the world.

Give at least three examples of

ways in which Christians use

Bible concepts, stories and texts to guide their beliefs, in their individual lives and in their church communities.

 

Give at least three examples of how Christians put their beliefs into practice in church worship.

Element 3:

Making connections

 

Evaluating, reflecting on and connecting the texts and concepts studied, and discerning possible connections between these and pupils’ own lives and ways of understanding the world.

Think, talk and ask questions about whether the text has something to say to them, exploring different ideas.

 

The table below demonstrates the AT1 and AT2 aspect of Religious Education

Year Group AT1 – learning about religion AT2 – learning from religion
Y1 Begin to name the different beliefs and practices of Christianity and at least one other religion. Begin to talk about and find meanings behind different beliefs and practices.
To respond and order some of the religious and moral stories from the bible and at least one other religious text, special book or religion other than Christianity. Begin to suggest meanings of some religious and moral stories.
Show how different people celebrate aspects of religion. Either ask or respond to questions about what individuals and faith communities do.
Pupils are familiar with key words and vocabulary related to Christianity and maybe at least one other religion. Express their own ideas creatively.

Y2

 

Name the different beliefs and practices of Christianity and at least one other religion and begin to look for similarities between religions. Talk about and find meanings behind different beliefs and practices.
Retell some of the religious and moral stories from the bible and at least one other religious text or special book. Suggest meanings of some religious and moral stories.
Begin to understand what it looks like to be a person of faith. Ask and respond to questions about what individuals and faith communities do.
Pupils begin to use key words and vocabulary related to Christianity and at least one other religion. Express their own ideas, opinions and talk about their work creatively using a range of different medium.

 

Year Group AT1 – learning about religion AT2 – learning from religion
Y3 Recall the different beliefs and practices of Christianity and at least one other religion. Suggest and find meanings behind different beliefs and practices.
Retell some of the religious and moral stories from at least three different religious texts and books. Suggest meanings of some religious and moral stories and suggest how these relate to right and wrong.
Understand what it looks like to be a person of faith. Ask and respond to questions about what individuals and faith communities do and why.
Use key words and vocabulary related to Christianity and at least one other religion. Use a range of different medium to creatively express their own ideas, thoughts and opinions. Begin to explain their ideas. Express their own ideas and opinions, and begin to give good reasons for those ideas. Use a range of different medium to express their thoughts.

Y4

 

Recall in detail and use the correct vocabulary in regard to the different beliefs and practices of different religions. Respond to meanings behind different beliefs and practices.
Begin to compare the similarities of at least three different religious texts or stories. Respond to the meanings of some religious and moral stories and expresses how these relate (directly) to right and wrong.
To begin to understand the diversity of belief in different religions, nationally and globally. Express views about why belonging to a faith community is valuable in their own lives.
Begin to compare directly different responses to ethical questions looking at a range of different religions. Begin to make connections between their own ideas and others.

 

Year Group AT1 – learning about religion AT2 – learning from religion
Y5 Begin to make connections between different belief and practices of all religions. Begin to reflect and respond thoughtfully to the significance of meaning behind different beliefs and practices.
Begin to compare stores, beliefs and practices from different religions including differences and similarities. Begin to respond thoughtfully to a range of sacred writings/stories. Provide good reasons for what they mean to different faith communities.
To understand and begin to evaluate the diversity of belief in different religions, nationally and globally. Creatively begin to express their views about why belonging to a faith community may be valuable. Relate this to their own lives. Begin to recognise this to their own lives. Begin to recognise those with no faith also have a belief system.
Articulate and begin to apply the different responses to ethical questions from a range of religions. Discuss and begin to apply their own and others’ ideas about ethical questions and to express their own ideas clearly in response.

Y6

 

Make connections between different belief and practices of all religions. To reflect and respond to the significance of meaning behind beliefs and practices.
Make links and compare stories, beliefs and practices from different religions including differences and similarities. Respond thoughtfully to a range of sacred writings, stories and provide a good reason for differences and similarities in different texts.
To understand and evaluate the diversity of belief in different religions, nationally and globally. Express views creatively as to why belonging to a faith community may be valuable both to different faith members and to their own lives. Recognise those with o faith also have a belief system.
Articulate and apply the different responses to ethical questions form a range of different religions. Discuss and apply their own and others ideas about ethical questions and to express their own ideas clearly in response.

 

Overview of ‘Understanding Christianity’

                                                                                                                                                                                      Impact

At Jennett’s Park, we want the children to recognise the impact of RE on their lives. We will monitor the pupils’ developing knowledge and understanding of Christianity, of other principal religions, beliefs and traditions and worldviews. We actively encourage discussion, reflection and an openness in order for our learners to make informed views embed these skills. This contributes to not only to pupils’ personal development and wellbeing but also formulates community cohesion by promoting mutual respect and tolerance in a diverse society equipping children with lifelong skills. To demonstrate the impact of our curriculum, pupils can demonstrate their understanding through sharing, showcasing and celebrating their work. Progress of our RE curriculum is showcased through outcomes and records of coverage.