Religious Education

re curriculum.pdf

Term 1 - Experts in Knowledge 

 Intent:

The purpose of the school’s spiral curriculum is to ensure that children will build upon knowledge of the diverse range of religions, learning new skills each year while revisiting the six main world religions: Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism.

Throughout lessons, children will learn to appreciate the diverse world that they live in, exploring cultures and traditions of different religions and communities.

Children will ask and answer questions about religious views and beliefs that are derived from the Kent agreed syllabus tailored to each year group within each key stage; most religious topics have been generated to mold in line with the big questions. Children are challenged to think about their opinions and views, feeling confident to discuss and debate their ideas.

Implementation:

Coverage through the curriculum:

• Children gain an understanding of 6 world religions that are visited in each year group, inline with the Kent agreed syllabus.
• Family traditions and religious days are respected and discussed with the children.
• Children have opportunities to express their opinions and build on their knowledge through different theme/topic areas.
• Children use self-reflection to determine how they feel about topics discussed and explore opinions of others.
• Expectations are delivered through drop ins to ensure all staff are providing quality provision.

Extra-curricular:

• Theme days and assemblies are organized by the school to coincide with special events.
• Trips to religious buildings will be organised in order to provide a hands-on experience.

Assessment:

• Formative assessment will be provided through verbal feedback.
• Pupil voice and quiz activities will assess children’s understanding of the subjects covered each term.

Monitoring:

• Drop ins and project floor book checks will be completed termly to ensure expectations are being met.

 Impact:

Children:

• Children will recognise different religions and understand traditions and cultures of these religions.
• Children appreciate the community we live in and respect the differences between us.
• Children can talk about their place within the world and the influences they can have.

 

Teachers:

• Teachers know how to improve their practice in R.E.
• Teachers understand that reflecting on religions and cultures can affect children’s perceptions and attitudes to the community we live in.

 

Community/families:

• Relations between the academy and the community is strengthened through these connections.
• The community takes part in events to celebrate the cultural diversity of the school.
• The % of children who have been to religious buildings in the community is increased.

 Curriculum Progression Map: Foundation Subjects