Religious Education

Moor Nook Community School RE Curriculum

 

Religious Education Curriculum Document

Statement of Intent

In line with the school’s Value-Based Education and British Values we intend to develop personal values and beliefs and for children to develop a sense of right and wrong. Our aim is to create religiously literate students through creative lessons and opportunities that reflect our school/community religions as well as learning about other world religions, in turn children will gain cultural capital. Our aims for Religious Education also reflect the intent of the locally agreed syllabus ‘What does it mean to be human?’ Our pupils’ will know the main beliefs and practices of the major faiths to be able to form conversations for world views and consider the role of religion in society.

 

Aims

During their education at Moor Nook Community Primary School we aim for all our children to:

 Develop an awareness of spiritual and moral issues in life experiences.

 Develop knowledge and understanding of major world religions and value systems found in Britain.

 Consider their own place in the universe and their responsibility for the preservation and development of creation.

 Have respect for other people’s views and to celebrate the diversity in society. 

 Maintain a sense of belonging and regard for their own beliefs.

 Develop investigative and research skills to enable them to make reasoned judgments about religious issues.

 Develop and promote understanding of and a respect for religious believers in our multicultural society.

 Develop an understanding of religious traditions and to appreciate the cultural differences in Britain today.

 Develop an understanding of what it means to be committed to a religious tradition.

 

 

 

EYFS

  •          The children can retell the main events in two religious stories.
  •          The children can name a religious festival and talk about how it is celebrated.

Year 1

 

  •          Give an example of a key belief and/or a religious story
  •          Give an example of a core value or commitment
  •          Use some religious words and phrases to recognise and name features of religious traditions
  •          Talk about the way that religious beliefs might influence the way a person behaves
  •          Notice and show curiosity about people and how they live their lives
  •          Ask questions

Year 2

 

  •          Retell and suggest meanings for religious stories and/or beliefs
  •          Use some religious words and phrases when talking about beliefs and values
  •          Identify and describe how religion is expressed in different ways
  •          Suggest the symbolic meaning of imagery and actions
  •          Identify things that influence a person’s sense of identity and belonging
  •          Ask relevant questions
  •          Talk about their own identity and values

Year 3

 

  •          Show awareness of similarities in religions
  •          Identify beliefs and values contained within a story/teaching
  •          Identify the impact religion has on a believer
  •          Identify how religion is expressed in different ways
  •          Use religious terms to describe how people might express their beliefs
  •          Describe how some people, events and sources of wisdom have influenced and inspired others
  •          In relation to matters of right and wrong, recognise their own and others’ values
  •          Discuss own questions and responses related to the question ‘who should we follow – and why?’

Year 4

 

  •          Describe what a believer might learn from a religious teaching/story
  •          Make links between ideas about morality and sources of authority
  •          Describe the impact religion has on believers’ lives
  •          Explain the deeper meaning and symbolism for specific religious practices
  •          Consider the range of beliefs, values and lifestyles that exist in society
  •          Discuss how people make decisions about how to live their lives
  •          Reflect on their own personal sources of wisdom and authority

 

Year 5

 

  •          Make links between beliefs and sacred texts, including how and why religious sources are used to teach and guide believers
  •          Explain the impact of beliefs and values – including reasons for diversity
  •          Explain differing forms of expression and why these might be used
  •          Describe diversity of religious practices and lifestyle within the religious tradition
  •          Interpret the deeper meaning of symbolism – contained in stories, images and actions
  •          Explain (with appropriate examples) where people might seek wisdom and guidance
  •          Consider the role of rules and guidance in uniting communities
  •          Discuss and debate the sources of guidance available to them
  •          Consider the value of differing sources of guidance

Year 6

 

  •          Analyse beliefs, teachings and values and how they are linked
  •          Explain how the beliefs and values of a religious tradition might guide a believer through the journey of life
  •           Explain the impact of beliefs, values and practices – including differences between and within religious traditions
  •          Use developing religious vocabulary to describe and show understanding of religious traditions, including practices, rituals and experiences
  •          Explain differing ideas about religious expression
  •          Consider what makes us human – in terms of our beliefs and values, relationships with others and sense of identity and belonging
  •          Discuss how people change during the journey of life
  •          Raise, discuss and debate questions about identity, belonging, meaning, purpose,
  •          truth, values and commitments
  •          Develop own views and ideas in response to learning
  •          Demonstrate increasing self-awareness in their own personal development