RE

Vision

Religious Education contributes dynamically to Pupils’ education by provoking challenging questions about the meaning and purpose of life, ultimate reality, beliefs about God, issues of right and wrong and what it means to be human. Meaningful links are made to Global Goals and the UNICEF Rights of the Child where relevant.

At Village Primary, Pupils are taught about and explore a range of religions. They learn to respect and ask questions about different religions, traditions and cultures around the world. We support Pupils to feel able to discuss, understand and challenge any misunderstanding, stereotyping and division within religious groups in a safe place.

We believe Pupils learn best from real experiences in order to capture their imaginations and encourage curiosity. We enhance our curriculum in many different practical ways to ensure that Pupils discover, learn and respect different religions. We have access to a wide selection of stimulating resources from Durham RE resource library to ignite Pupils’ enquiry. We foster positive relationships with local religious leaders across different faiths and work together to teach Pupils about different religions in a real, relevant and stimulating way, which includes visits from religious leaders and visits to religious buildings.

Within our curriculum, Pupils are encouraged to enquire and ask questions in order to impact on their spiritual, moral, social and cultural development. During religious education lessons, Pupils are challenged to push themselves to think outside of their comfort zones and explore their skills, beliefs and ideas; asking questions at all times through practical lessons.

Throughout RE lessons, Pupils will gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and any other evidence. They learn to articulate clearly and coherently their own personal beliefs, ideas, values and experiences whilst respecting the right of others who differ. Pupils explore the dream of the future, where people can live side by side, respectfully and peacefully regardless of their beliefs.

 

RE – Curriculum Map

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1

Belonging:

How is someone welcomed in Christianity?

Global Goal 3

Article 2, 12,13 & 14

Festivals/Beliefs and Practices:

Why do Christians give gifts at Christmas?

Global Goal 3

Article 31

Belonging:

Belonging to a Muslim family

Article 13 & 14

Global Goal 3 & 5

Festivals/Beliefs and Practices:

What is Easter and why is Palm Sunday important?

Founders and Leaders:

A man called Muhammad

Article 2, 12,13 & 14

Belonging:

Belonging to the Sikh Family

Article 2, 12,13 & 14

End Points

· To explain the meaning of water in Christian baptism.

· To explain one difference and one similarity between infant and adult baptism.

· To identify how religion is expressed in different ways

 

 

In relation to matters of right and wrong, pupils recognise their own values and those of others.

· To explain two features of the nativity story which show Jesus was a special baby.

· To explain why Christmas is a special time for Christians.

· To ask and respond sensitively to, questions about their own and others’ experiences and feelings.

 

· To explain how Islamic items used in the mosque help Muslims to be together.

· To show understanding that all religions have different ways to help people be together.

· To begin to show awareness of similarities in religions.

 

· To explain the meaning of eggs at Easter.

· To show understanding of the link between Easter eggs and Jesus’ new life.

· To recognise that some questions cause people to wonder and are difficult to answer.

· To explain how at least one feature of a mosque helps Muslims connect to God.

· To explain why Muhammad is described as a ‘prophet’ as well as a leader.

· To use religious words and phrases to identify some features of religions and its importance for some people.

· To explain a similarity in signs of belonging across faiths

· To identify a sign of belonging that is associated with just one faith

· To retell some religious stories and suggest meanings for religious actions and symbols.

Year 2

Sacred Texts:

Why is the Qur’an a Sacred Book?

Global Goal 3

Article 2, 12,13 & 14

Festivals/Beliefs and Practices:

How and why do Christians celebrate Christmas?

Global Goal 3

Article 31

Founders and Leaders:

The Guru Granth Sahib: A Living Guru

Article 2, 12,13 & 14

Festivals/Beliefs and Practices:

Why do Christians remember the last supper?

Global Goal 3

Article 31

Founders and Leaders:

What did Jesus leave behind?

Article 2, 12,13 & 14

Founders and Leaders

Guru Nanak: an extraordinary life

Global Goal 3

 

End Points

· To explain why Muhammad has a special connection to the Qur’an.

· To show understanding of how God uses prophets and angels to communicate messages.

· To identify how religion is expressed in different ways

 

· In relation to matters of right and wrong, pupils recognise their own values and those of others.

· To explain that Christians welcome Jesus because he helps them.

· To make a link between a Christmas celebration and why Christians are happy at Christmas.

· To ask and respond sensitively to, questions about their own and others’ experiences and feelings.

 

· To make a connection between the way the GGS is treated and the language it is written in: Gurmurkhi

· To explain two differences between the GGS in Sikhism and other holy books

· To begin to show awareness of similarities in religions.

 

 

· To explain why Jesus can be represented as a light in the darkness.

· To explain why Christian Communion is for everyone, even people who do bad things.

· To recognise that some questions cause people to wonder and are difficult to answer.

· Retell one story and explain what it tells us about caring for others.

· Retell one story and explain the information it gives people about God.

· Pupils retell some religious stories and suggest meanings for religious actions and symbols.

 

 

· Suggest whether a guru is the same as a prophet based on reasoning

· Show connections with other founders: Muhammad, Moses, Abraham and Jesus

· Pupils use religious words and phrases to identify some features of religions and its importance for some people.

Skills

KS1

Learning about religion:

· Pupils use religious words and phrases to identify some features of religions and its importance for some people.

· They begin to show awareness of similarities in religions.

· Pupils retell some religious stories and suggest meanings for religious actions and symbols.

· They identify how religion is expressed in different ways.

 

Learning from religion:

· Pupils ask and respond sensitively to, questions about their own and others’ experiences and feelings.

· They recognise that some questions cause people to wonder and are difficult to answer.

· In relation to matters of right and wrong, they recognise their own values and those of others.

Year 3

Sacred Texts:

Why did monks copy the Gospels by hand?

Article 2, 12,13 & 14

Festivals/Beliefs and Practices:

Why is Christmas a winter festival?

Global Goal 3

Article 31

Places of Worship:

What is a mosque for?

Global Goal 10

Article 2, 12,13 & 14

Festivals/Beliefs and Practices:

Why is Easter a Spring festival?

Global Goal 3

Article 2, 12,13 & 14

Beliefs and Practices

Judaism: believing and belonging

Global Goal 3

Article 2, 12,13 & 14

Festivals:

Ramadan and EID

Global Goal 3

Article 2, 12,13 & 14

End Points

· To explain the purpose of the Gospels.

· To give two pieces of information about the Lindisfarne monastic community.

· To use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences.

· Pupils apply their ideas to their own and other people’s lives.

· Pupils describe what inspires and influences themselves and others.

 

· To explain why celebrations of Jesus’ birth happen in winter.

· To explain the meaning of the Christingle.

· To raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments.

 

· To suggest a reason why any building can be used as a mosque.

· To show understanding of the word ‘sacred’ in connection to the mosque.

· To make links between religions and describe some similarities and differences both within and between religions.

· To explain why celebrations of Jesus’ resurrection occur in spring.

· To describe one symbol of new life used at the Jewish Passover festival.

· To raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments.

 

 

 

· To suggest reasons for obeying religious commands

· To suggest the value for a community following religious practices.

· To raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments.

 

 

· To describe what happens during Ramadan and Eid-Al-Fitr and explain why

· To explain how Ramadan and Eid demonstrate the concept of ummah.

· To describe the impact of religions on people’s lives.

 

 

Year 4

Festivals:

Hinduism: Diwali – The festival of light

Global Goal 3

Article 31

Festivals/Beliefs and Practices:

What is the big story of Christianity?

Global Goal 3

Article 2, 12,13 & 14

Beliefs and Practices:

Do Buddhists believe the same thing? Do Buddhists celebrate the same thing?

Global Goal 3 & 10

Article 2, 12,13 & 14

Festivals/Beliefs and Practices:

What happened at Easter?

Global Goal 3

Article 2, 12,13, 14 & 31

Beliefs and Practices:

Muslims in Britain and Around the World

Global Goal 3

Article 2, 12,13 & 14

Festivals/Beliefs and Practices:

Sikhism: Diwali – The festival of light

Article 31

End Points

· To suggest an answer to the question does a festival always have a meaning behind it?

· To suggest a reason as to why many cultures have festivals of light in the winter.

· To show a connection between the modern festival of Diwali and the story of Rama and Sita

· To raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitment.

· To apply their ideas to their own and other people’s lives.

· To describe what inspires and influences themselves and others.

· To explain the meaning of Incarnation and resurrection for Christians.

· To state whether Easter/ Resurrection or Christmas/ Incarnation best explain the ‘Big Story’ of Christianity.

· To suggest meanings for a range of forms of religious expression.

 

 

· To explain the significance of Siddharta Gautama in Buddhism and how this is shown in festivals

· To offer a supported view as to whether Buddhists around the world believe and celebrate the same thing or not.

· To make links between religions and describe some similarities and differences both within and between religions.

 

· To explain what the Resurrection tells Christians.

· To explain how three events form the Easter story are still remembered today.

· To raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments

· To identify one pillar that might be hard to follow, offer a reason why Muslims try to follow this pillar

· To talk generally about the benefits and demands of belonging to a faith community.

· To describe the impact of religions on people’s lives.

 

 

 

· To explain three actions at modern Diwali

· To compare the similarities and differences of Diwali for Hindus and Sikhs.

· To raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments

 

 

Year 5

Places of Worship:

Sikhism: the Gurdwara

Global Goal 3 & 10

Article 2, 12,13 & 14

Festivals/Beliefs and Practices:

Is Christmas too commercial?

Article 31

Beliefs and Practices:

Food and Drink: what are religious rules for?

Global Goal 3

Festivals/Beliefs and Practices:

Who was responsible for Jesus’ death?

Global Goal 3

Article 2, 12,13 & 14

Places of worship

What is Worship? What is it for?

Global Goal 3 & 10

Article 2, 12,13 & 14

 

End Points

· To explain why Sikhs and Hindus celebrate Diwali and their differences

· To offer a supported view as to the purpose of a place of worship

· To raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments

 

 

 

 

· To apply their ideas to their own and other people’s lives.

· To describe what inspires and influences themselves and others.

· To compare a moral meaning of Christmas to a commercial meaning of Christmas.

· To show understanding of why Jesus’ birth starts the Christian ‘Big Story’.

· To make links between religions and describe some similarities and differences both within and between religions.

 

· To offer a view as to the purpose of religious rules

· To make connection between the Islamic idea of ‘submission’ and religious rules.

· To describe the impact of religions on people’s lives.

· To suggest a reason why Judas thought he was doing the right thing

· To suggest an answer to the question: how far is Jesus’ death necessary to Christian belief?

· To raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments

· To reference to at least three different religious examples, explain what worship is and is not

· To give a view as to whether humanitarian work is worship, with reference to at least two religious charitable principles and practical actions

· To suggest meanings for a range of forms of religious expression.

 

· To give a view as to whether Buddhist meditation and chanting is worship, with reference to Buddhist philosophy

· To respond to the question what is worship? What is it for? with reference to the subjects studied

· To suggest meanings for a range of forms of religious expression.

 

 

Year 6

Rites of Passage:

Is faith always the same? What does art tell us?

Global Goal 3 & 10

Article 31

Festivals/Beliefs and Practices:

Why are the gospel accounts different?

Global Goal 3

Article 2, 12,13 & 14

Beliefs and Practices:

From life to death: what role does religion play?

Global Goal 3

 

Festivals/Beliefs and Practices:

Why is Jesus’ death seen as a victory?

Global Goal 3

Article 2, 12,13 & 14

Left blank deliberately to allow for SATS, transition days and end of year activities; any of the above units not yet covered or completed could be undertaken in this time.
End Points

· To offer a supported view as to what makes art religious.

· To offer a supported view as to why art within a religious tradition tends to follow similar characteristics.

· To suggest meanings for a range of forms of religious expression.

· To apply their ideas to their own and other people’s lives.

· To describe what inspires and influences themselves and others.

· To show how at least one element of the nativity reflects Christian beliefs in Jesus as a saviour.

· To show how at least one element of the Nativity reflects Christian beliefs in Jesus as God Incarnate.

· To suggest reasons for the difference between Matthew and Luke’s nativity accounts.

· To raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments

· Offer a view as to the reason why all cultures mark the same stages in life.

· Offer a supported view as to how religious rites of passage are.

· To raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments

· To explain the series of events that led to Jesus’ becoming humanity’s saviour in Christian belief.

· To show a connection between an Easter belief and a Christmas belief.

· To make links between religions and describe some similarities and differences both within and between religions.

 

 

 

 

Skills KS2

Learning about religion:

· Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences.

· They make links between religions and describe some similarities and differences both within and between religions.

· They describe the impact of religions on people’s lives.

· They suggest meanings for a range of forms of religious expression.

Learning from religion:

· Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments.

· They apply their ideas to their own and other people’s lives.

· They describe what inspires and influences themselves and others.