Curriculum Intent: Religious Education
Our Curriculum Drivers
Characteristics of a Religious Scholar
- An outstanding level of religious understanding and knowledge.
- A thorough engagement with a range of ultimate questions about the meaning and significance of existence.
- The ability to ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and value of religion.
- A strong understanding of how the beliefs, values, practices and ways of life within any religion cohere together.
- Exceptional independence; the ability to think for themselves and take the initiative in, for example, asking questions, carrying out investigations, evaluating ideas and working constructively with others.
- Significant levels of originality, imagination or creativity, which are shown in their responses to their learning in RE.
- The ability to link the study of religion and belief to personal reflections on meaning and purpose.
- A wide knowledge and deep understanding across a wide range of religions and beliefs.
Implementation
Our pupils should be able to organise their knowledge, skills and understanding around the following learning hooks:
- Understand beliefs and teachings
- Understand practices and lifestyles
- Understand how beliefs are conveyed
- Reflect
- Understand values
These key concepts or as we like to explain them to children – learning hooks, underpin learning in each milestone. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language.
For a copy of our humanities progression, please click here. Additional information regarding EYFS progression can be found here.
The vertical accumulation of knowledge and skills from Years 1 to 6 is mapped as follows:
|
Threshold Concept Key Skills |
Milestone 1 Years 1 and 2 |
Milestone 2 Years 3 and 4 |
Milestone 3 Years 5 and 6 |
|
Understand beliefs and teachings |
• Describe some of the teachings of a religion. • Describe some of the main festivals or celebrations of a religion. |
• Present the key teachings and beliefs of a religion. • Refer to religious figures and holy books to explain answers. |
• Explain how some teachings and beliefs are shared between religions. • Explain how religious beliefs shape the lives of individuals and communities. |
|
Understand practices and lifestyles |
• Recognise, name and describe some religious artefacts, places and practices. |
• Identify religious artefacts and explain how and why they are used. • Describe religious buildings and explain how they are used. • Explain some of the religious practices of both clerics and individuals. |
• Explain the practices and lifestyles involved in belonging to a faith community. • Compare and contrast the lifestyles of different faith groups and give reasons why some within the same faith may adopt different lifestyles. • Show an understanding of the role of a spiritual leader. |
|
Understand how beliefs are conveyed |
• Name some religious symbols. • Explain the meaning of some religious symbols. |
• Identify religious symbolism in literature and the arts. |
• Explain some of the different ways that individuals show their beliefs. |
|
Reflect |
• Identify the things that are important in their own lives and compare these to religious beliefs. • Relate emotions to some of the experiences of religious figures studied. • Ask questions about puzzling aspects of life. |
• Show an understanding that personal experiences and feelings influence attitudes and actions. • Give some reasons why religious figures may have acted as they did. • Ask questions that have no universally agreed answers. |
• Recognise and express feelings about their own identities. Relate these to religious beliefs or teachings. • Explain their own ideas about the answers to ultimate questions. • Explain why their own answers to ultimate questions may differ from those of others. |
|
Understand values |
• Identify how they have to make their own choices in life. • Explain how actions affect others. • Show an understanding of the term ‘morals’. |
• Explain how beliefs about right and wrong affect people’s behaviour. • Describe how some of the values held by communities or individuals affect behaviour and actions. • Discuss and give opinions on stories involving moral dilemmas. |
• Explain why different religious communities or individuals may have a different view of what is right and wrong. • Show an awareness of morals and right and wrong beyond rules (i.e. wanting to act in a certain way despite rules). • Express their own values and remain respectful of those with different values. |
Aspirations For The Future
Pupils develop an understanding of how subjects and specific skills are linked to future jobs.
Here are some of the jobs you could aspire to do in the future as a Religious Scholar:
- Vicar
- Chaplain
- Member of Parliament
- Journalist
- Advice Worker
- Charity fundraiser
- Youth worker
For more careers, please visit First Careers.
Impact
Assessment
Through the explicit teaching of the Scholary skills, both the teachers and the pupils assess their learning continuously throughout the lesson. At the end of the unit, pupils use their Learning Passports to reflect on their knowledge and understanding. Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time.
Right to Withdraw
You have the right to withdraw your child from all or part of the RE curriculum.
Pupil Voice
Foundation Stage
"We learned about Diwali. I liked the ten headed demon!” - Finley
KS1
“We have been learning about Caring and Sharing. I like sharing meals with everyone.” - Teddy
“I liked learning about The Monkey King because he put his family and friends first.” - Olivia
“When we learned about Raksha Bandhan I wrote a message for my brother. Brothers and sisters are supposed to be together.” - Amy
KS2
“We talk about how we belong to our family, The Meadows and and clubs.” - Adam
“We reflect on ourselves and others.” - Isabel
“ I liked learning about Diwali. We heard the story about Rama and Sita.” - Angel
Snapshots
Here is what Religious Education looks like at The Meadows:
Disclaimer: This has been developed with reflection upon the National Curriculum (2014) and Chris Quigley’s Essential Curriculum.