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RE and Citizenship/British Values

RE CURRICULUM

 

As a church school, our Christian virtues underpin all that we do.

 

Aims and Objectives

Religious education enables children to investigate and reflect on some of the most fundamental questions asked by people. At Oakham Church of England Primary School we develop the children’s knowledge and understanding of the major world faiths and we address the fundamental questions in life, for example the meaning of life and the existence of a divine spirit. We enable children to develop a sound knowledge not only of Christianity but also of other World religions. Children reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help the children learn from religion as well as about religions.

The aims of religious education are to help children:

  • Develop an awareness of spiritual and moral issues in life experiences
  • Develop knowledge and understanding of Christianity and other major world religions and value systems found in Britain.
  • Develop an understanding of what it means to be committed to a religious tradition
  • Be able to reflect on their own experiences and to develop a personal response to the fundamental questions of life
  • Develop an understanding of religious traditions and to appreciate the cultural differences in Britain today
  • Develop investigative and research skills and enable them to make reasonable judgements about religious issues
  • Have respect for other peoples’ views and to celebrate the diversity in society.

 

Teaching and Learning Style

We base our teaching and learning style in RE on the key principle that good teaching in RE allows children both to learn about religious traditions and to reflect on what the religious ideas and concepts mean to them. Our teaching enables children to extend their own sense of values and promotes their spiritual growth and development. We encourage children to think about their own views and values in relation to the themes and topics studied in the RE curriculum. We build on their own experiences and extend their knowledge and understanding of different religious traditions and festivals, inviting in representatives from different religious groups, visiting and taking virtual tours of different places of worship.

 

Curriculum Planning in Religious Education

We plan our religious education in accordance with the Northamptonshire County Council Agreed Syllabus, building on prior learning and ensuring continuity and progression. We use the Understanding Christianity curriculum for delivering Christianity topics. 

Our RE curriculum is enquiry based, each topic asking a question.  The long term plan is set out below:

 

Terms 1 and 2

Terms 3 and 4

Terms 5 and 6

 

Foundation Stage

Cycle A 2019/20

 

What do we celebrate?

Harvest

Diwali

 

What happened on the first Christmas?

What do we believe?

Our Own Faiths

 

 

How are we similar to each other and how do we differ?

 

What happened on the first Easter?

What customs and traditions do we follow and why?

 

What is special to me?

 

Foundation Stage

Cycle B 2018/19

 

 

What do we celebrate?

Harvest

Diwali

 

What happened on the first Christmas?

 

 

What do we believe?

Our Own Faiths

 

How are we similar to each other and how do we differ?

 

What happened on the first Easter?

 

What customs and traditions do we follow and why?

 

What is special to me?

 

 

Key Stage 1

Cycle A 2019/20

 

Why is it important to celebrate different events? Focus on Hinduism

 

What happened on the very first Christmas?

 

What do Christians believe God is like?

 

Why is Easter important to Christians?

 

What does it mean to be a Hindu?

 

Who inspires you?

 

 

 

Key Stage 1

Cycle B 2018/19

 

 

 

Why do we celebrate Harvest? (1 week)

 

Why is Divali so important to Hindus?

 

Why did God come to earth as a human?

 

Why do we have special places?

 

Why do we celebrate Easter?

 

Why do Christians remember stories in the Bible?

 

How do Hindus worship?

 

 

 

Year 3 and 4

Cycle A 2019/20

 

 

Who did Jesus say he was?

 

Why is light so often used as a symbol for goodness and truth?

 

How does Christmas help us understand the Holy Trinity?

 

 

How was the world created?

 

Is Easter a festival of new life or sacrifice?

 

What happened to Jesus after the resurrection?

 

What does it mean to be a Muslim?

 

Is Jesus still important today?

 

Year 3 and 4

Cycle B 2018/19

 

 

What can I do to make this a more peaceful world?

 

Is Christmas a festival of light or love?

 

 

 

What if all rules were abolished?

 

What happened at the First Easter?

 

What happened to Jesus after the resurrection?

 

Is charity linked to religion or to basic human kindness?

 

How does art help us explore our spirituality?

 

Year 5 and 6

Cycle A 2019/20

 

What stories give the Jews faith?

 

How did it all begin?

 

What difference does being a Sikh make to Sikhs in Britain today?

 

Why do Hindus, Sikhs and Muslims make sacred journeys to places of pilgrimage?

 

 

What kind of King is Jesus?

 

Does religion affect how we live?

 

 

Year 5 and 6

Cycle B 2018/19

 

 

What difference does being a Hindu make to Hindus in Britain today?

 

How does belief in the trinity affect how Christians live?

 

What values do humanists hold, and how do these affect their way of living?

 

Was Jesus the messiah?

 

How do we find beauty and calm around us within our busy lives?

 

Who was Muhammad (Pbuh) and what is the Qur’an?

Assessment and Recording

At the end of each unit of work we ask the children a question.  They use a variety of media to answer this, be it art, drama, writing or discussion and debate.  Each child is then assessed against a selected assessment criteria. 

The criteria chosen from are set out within the Agreed Syllabus and are:

 

End of Year 1 statements

AT1 - Learning about religion and belief

AT2 - Learning from religion and belief

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 may be at least one other religion.

Express their own ideas creatively.

 

 

 

 

End of Key Stage 1 statements

AT1 - Learning about religion and belief

AT2 - Learning from religion and belief

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 books.

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.

 

 

 

 

End of year 3 statements

AT1 - Learning about religion and belief

AT2 - Learning from religion and belief

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.

 

 

 

End of year 4 statements

AT1 - Learning about religion and belief

AT2 - Learning from religion and belief

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 From a range of different religions.

Begin to make connections between their own ideas and others.

 

 

End of year 5 statements

AT1 - Learning about religion and belief

AT2 - Learning from religion and belief

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 stories, beliefs and practices from different religions including differences and similarities.

Begin to respond thoughtfully to a range of sacred writings/ stories. Provide good reason 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 those with no faith also have a belief system.

Articulate and begin to apply the different responses to ethical questions from a range of different religions

Discuss and begin to apply their own and others’ ideas about ethical questions and to express their own ideas clearly in response.

 

 

End of Key Stage 2 statements

AT1 - Learning about religion and belief

AT2 - Learning from religion and belief

Make connections between different belief and practices of all religions.

To reflect and respond to the significance of meaning behind different 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 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 no faith also have a belief system.

Articulate and apply the different responses to ethical questions from 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.

 

 

British Values at Oakham CofE and The Parks School

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