Religious Education (RE)
The Religious Education Curriculum at Woodfield
At Woodfield, we believe that Religious Education (RE) gives children the opportunity to explore and develop an understanding of different religions and the chance to reflect on their own choices in life. RE encourages children to show respect for other religions and communities. RE draws on other areas of the curriculum and gives children excellent opportunities to apply their learning within PSHE lessons. An example of this would be to discuss how we show respect to others and why this is important.
We endeavour to ensure that the RE curriculum we provide inspires children to be excited about the diversity in our world, curious about ways of life and enthusiastic about sharing their own thoughts and ideas.
The RE curriculum at Woodfield has been planned to ensure that all children are given the opportunity to share their own thoughts and ideas without the pressure of right or wrong. Through a variety of key questions and religious and non religious texts, children are taught about Christian and Muslim beliefs and traditions, as well as other non-religious and religious traditions through the teaching of festivals. As a result of all of this, children are prepared for future stages of learning where they will again meet, and build upon, each of these areas.
At Woodfield we follow a scheme of work by RE Today. This scheme is planned around 7 key questions per year group. These questions overlap from Year 1 to Year 2, however more detailed key questions planned by the subject lead to ensure that each year group is looking at the overarching key question in a different way. This also ensures progression across KS1.
Knowledge organisers detail what knowledge the children should bring with then to the unit of work, what the children will learn in a unit of work and what they will go onto learn next. As well as detailing key vocabulary, knowledge and skills.
These key questions allow children to explore and investigate religious and non-religious beliefs. The planning allows children to use their own thoughts and ideas and realise that there is no right or wrong.
Core concepts are identified within each key question to ensure progression across KS1.
Our Key Questions:
F1 Why is the word ‘God’ so important to Christians?
F2 Why is Christmas special for Christians?
F3 Why is Easter special for Christians?
F4 Being special: where do we belong?
F5 Which places are special and why?
F6 Which stories are special and why?
What do Christians believe God is like?
1.2 Who do Christians say made the world?
1.3 Why does Christmas matter to Christians?
1.4 What is the ‘good news’ Christians believe Jesus brings?
1.5 Why does Easter matter to Christians?
1.6 Who is a Muslim and how do they live? [Double unit]
1.7 Who is Jewish and how do they live? [Double unit]
1.8 What makes some places sacred to believers? Christians and Muslims
1.9 How should we care for others and for the world, and why does it matter? Christians, Jews and non-religious worldviews
1.10 What does it mean to belong to a faith community? Christians, Jews, Muslims and non-religious worldviews
Throughout all of the RE curriculum, children are expected to use the ‘Learning Powers’. For example, they need to use their questioning skills to be curious about the world around them. They also need to co-operate by listening to others and show kindness when they disagree. The ‘Learning Powers’ are an immensely powerful learning tool for all children, in all areas of the curriculum, and their use encourages the children to develop their metacognition skills.
As well as long term plans, a scheme of work and progression documents to guide their teaching, teachers have access to knowledge organisers for each unit of work.
Special Educational Needs and RE
Effective quality first teaching is the key to enabling all children to participate and develop their computing knowledge and skills. Adaption within lessons is a vital component to ensure that a balance of support and challenge is achieved by all learners.
Challenge and support specific to RE may include:
- Providing practical support for activities
- Pre-teaching of more advance vocabulary
- Providing picture clues or sentence stems
- Deployment of staff within classes
Pupils not secure within a lesson sequence are identified and adjustments made to the level of support given. Similarly, added challenge is given to those pupils requiring it. This may be through questioning or the use of higher level thinking challenges.
The planning ensures children develop a well-rounded view of the world we live in and that diversity is to be celebrated and respected.
Pupil voice questionnaires are carried out by the subject lead to monitor the teaching and learning taking place.
Results from a pupil voice:
Why is it important to learn about the different people in our world?
Because we are all special.
Because some people don’t live like us.
We need to take care of each other.
What can you tell me about a Christian?
They have a Bible.
They believe in God and go to a Church.
They believe in Jesus.
What can you tell me about a Muslim?
Their sign is a moon and star.
They wash their hands and take off their shoes before they go in to a Mosque.
They believe in Allah.
End of Key Stage One Expectations
By the end of Key Stage 1, as thoughtful citizens, children will be able to:
- discuss and compare the main views of Christian’s and Muslims; including their religious leader, holy book and place of worship.
- talk about why it is important to learn about people in our world and show sensitivity to others views and beliefs.
- talk about a variety of cultural and religious celebrations such as Christmas, Diwali, Eid and Chinese New Year.
- discuss the theory of belonging by talking about where they belong, how people show a sense of belonging and what belonging means.