Religious Education
Intent
At Honilands Religious Education actively promotes the values of truth, justice, respect for all and care of the environment. We teach the six main religions of the world. It places specific emphasis on:
- Pupils valuing themselves and others
- the role of the family and the community in religious belief and activity
- the celebration of diversity in society through understanding similarities and difference
The curriculum has two aims:
That pupils learn in depth from different religious and spiritual ways of life about worship, drawing out more detail, history and diversity through focussing on places of worship. Pupils are given a chance to reflect on the key question.
Religious Education at Honilands aims to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.
Implementation
Across Foundation Stage at Honilands
| Nursery | Reception |
| RE is non-statutory, but teachers may choose to incorporate RE material into children’s activities. | RE is a compulsory part of the basic curriculum for all Reception age pupils, and should be taught according to this Agreed Syllabus for RE |
| Early Learning Goals outline what pupils should achieve by the end of the reception year. The National Curriculum is not taught. | |
During the foundation stage, children begin to explore the world of religion in terms of special people, books, times, places and objects. They listen to and talk about stories. They are introduced to religious words and use their senses in exploring religions and beliefs, practices and forms of expression. They reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.
Religious education makes an active contribution to all these areas but has a particularly important contribution to make to:
- personal, social and emotional development
- communication, language and literacy
- knowledge and understanding of the world
- creative development.
Key Questions for Reception:
| Stands: | Foundation Stage: Discovering the world |
| Believing | F1 Which stories are special and why? |
| F2 Which people are special and why? | |
| Expressing | F3 Which places are special and why? |
| F4 Which times are special and why? | |
| Living | F5 Where do we belong? |
| F6 What is special about our world and why? |
Across Key Stage 1 at Honilands
Key Questions for Key Stage 1:
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Believing |
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1.1 Who is a Christian and what do they believe? (Yr1) |
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1.2 Who is a Muslim and what do they believe? (Yr2) |
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1.3 Who is Jewish and what do they believe? (Yr2) |
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1.4 What can we learn from sacred books? Christians, Muslims and/or Jewish people (Yr2) |
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Expressing |
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1.5 What makes some places sacred? Christians, Muslims and/or Jewish people (Yr1) |
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1.6 How and why do we celebrate special and sacred times? Christians, Muslims and/or Jewish people (Yr1 or 2) |
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Living |
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1.7 What does it mean to belong to a faith community? Christians, Muslims and/or Jewish people (Yr1) |
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1.8 How should we care for others and the world, and why does it matter? Christians, Muslims and/or Jewish people (Yr1 or 2) |
End of Key Stage 1 outcomes:
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A1. Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them. |
B1. Ask and respond to questions about what individuals and communities do, and why, so that pupils can identify what difference belonging to a community might make. |
C1. Explore questions about belonging, meaning and truth so they can express their own ideas and opinions in response using words, music, art or poetry. |
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A2. Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the traditions from which they come. |
B2. Observe and recount different ways of expressing identity and belonging, responding sensitively for themselves. |
C2. Find out about and respond with ideas to examples of co- operation between people who are different. |
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A3. Recognise some different symbols and actions which express a community’s way of life, appreciating some similarities between communities. |
B3. Notice and respond sensitively to some similarities between different religious and non-religious worldviews. |
C3. Find out about questions of right and wrong and begin to express their ideas and opinions in response. |
Across Key Stage 2 at Honilands
Key Questions for Key Stage 2:
| Believing | |
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L2.1 What do different people believe about God? Christians, Hindus and/or Muslims (Y3) |
U2.1 Why do some people think God exists? Christians and non-religious (e.g. Humanists) (Y5) |
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L2.2 Why is the Bible so important for Christians today? (Y3) |
U2.2 What would Jesus do? (Can we live by the values of Jesus in the twenty-first century?) (Y5) |
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L2.3 Why is Jesus inspiring to some people? (Y4) |
U2.3 What do religions say to us when life gets hard? Christians, Hindus, non-religious (e.g. Humanists) (Y6) |
| Expressing | |
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L2.4 Why do people pray Christians, Hindus and/or Muslims (Y3) |
U2.4 If God is everywhere, why go to a place of worship? Christian, Hindu and/or Jewish people (Y5) |
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L2.5 Why are festivals important to religious communities? Christians, Hindus and/or Muslims and/or Jewish people (Y3 & Y4) |
U2.5 Is it better to express your beliefs in arts and architecture or in charity and generosity? Christians, Muslims and non-religious (e.g. Humanists) (Y6) |
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L2.5a* How do people from religious and non-religious communities celebrate key festivals? Christians, Jewish people and non-religious (Y3 & Y4) |
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L2.6 Why do some people think that life is like a journey and what significant experiences mark this? Christians, Hindus and/or Jewish people and non-religious responses (e.g. Humanist) (Y4) |
U2.9** What can be done to reduce racism? What can we learn from religious and non-religious worldviews? Christians, Muslims, non-religious (Y6) |
| Living | |
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L2.7 What does it mean to be a Christian in Britain today? (Y3) |
U2.6 What does it mean to be a Muslim in Britain today? (Y5) |
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L2.8 What does it mean to be a Hindu in Britain today? (Y4) |
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L2.9 What can we learn from religions about deciding what is right and wrong? Christians, Jewish people and non-religious responses (e.g. Humanist) (Y4) |
U2.7 What matters most to Christians and Humanists? (Y6) |
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L2.10 How do family life and festivals show what matters to Jewish people? (Y3 or Y4) |
U2.8 What difference does it make to believe in ahimsa (harmlessness), grace and/or ummah (community)? Christians, Hindus and/or Muslims (Y6) |
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U2.10** Green religion? What do religious and non- religious worldviews teach about caring for the Earth? Christians, Hindus, Jewish and non-religious people (Y5/6) |
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End of Key Stage 2 outcomes:
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A1. Describe and make connections between different features of the religious and non- religious worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their significance. |
B1. Observe and understand varied examples of religious and non- religious worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities. |
C1. Discuss and present thoughtfully their own and others’ views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own in different forms including (e.g.) reasoning, music, art and poetry. |
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A2. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities. |
B2. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives |
C2. Consider and apply ideas about ways in which diverse communities can live together for the wellbeing of all, responding thoughtfully to ideas about community, values and respect. |
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A3. Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning. |
B3. Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences within and between different religious and non-religious worldviews. |
C3. Discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response. |
Impact
Feedback
- Oral feedback is to be used to improve pupils' work throughout each lesson.
- Children may use a purple pen to signify responses to feedback
Assessment Formative:
- Mini ‘quizzes’ take place regularly to ensure content is being learnt.
- Short recaps of prior knowledge/ learning in each lesson to ensure the children have a secure understanding.
- Teachers moderate pupils' online work and books in KS1 to identify pupils working towards ARE, at ARE, and at greater depth.
EYFS:
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Teachers and key workers make observations regarding the pupils’ development in this subject.