Led by Mrs Arthurs
Religious Education and World Views Rationale
Our Religious Education and World Views curriculum has been carefully mapped out to ensure knowledge builds on knowledge and reflects the religious and non-religious demographics of our school and local community. Our curriculum is in line with guidance from Telford and Wrekin’s agreed syllabus and is supplemented using NATRE planning materials. Class teachers are well supported through the NATRE units with subject knowledge, resourcing and different pedagogy for teaching an effective and memorable Religious Education and World Views curriculum.
What does our Curriculum look like?
Our curriculum is designed so that children learn about religions as well as from religions. Our enquiry-based units ensure that substantive knowledge is taught first (the know) to the children before they can complete disciplinary tasks (the how). Disciplinary knowledge covers ‘ways of knowing’ and ‘how to know’. As a school, we also ensure there are opportunities for children to draw upon their own personal knowledge, including their knowledge and values, to enhance their own and peers’ learning. Sharing of own experiences are always done in a respectful way.
Conceptual Knowledge
Concepts are the golden threads, that are an integral part of our RE curriculum, which weaves through all the units. We have 7 key golden threads: tradition, symbolism, belief, belonging, worship, festivals and care. Please refer to the table within this document to see the coverage and progression in the golden threads.
Making Connections
Our Religious Education and World Views Curriculum provides opportunities for children to make connections with their learning from across the curriculum. Examples of this include:
- In the Year 6 unit: What does it mean to be Jewish in Britain and in the world today? History links will be made to their unit on WW2 and antisemitism.
- In the Year 5 unit: Creation and science, conflicting or complementary? Children will be able to draw upon their scientific knowledge from their Earth and Space unit.
- Life Learning (PSHE/RSHE)- respecting others’ views and opinions, individual’s identity.
By planning in these opportunities, supports children with being able to build upon their schema and gain a better sense of the religious or non-religious views and practices.
Assessment
Throughout the units, retrieval practices are used to recall prior knowledge to strengthen current and future learning. Over-learning of key facts is common practice at the start of each session. We recognise the importance of allowing children time to discuss their learning and listen to others’ experiences. Floor books are used to record children’s learning and are a live knowledge organiser to support children in being able to articulate their learning. A pivotal part of our RE curriculum is to allow for lots of speaking and listening opportunities through discussion and debate. Using floor books, allows more time for deep and meaningful discussions around key knowledge and understanding.
At the end of the unit, children complete an end of unit quiz which includes their enquiry-based question. These quizzes are an opportunity for teachers to assess both the children’s substantive but also disciplinary knowledge. As part of this process, teachers are able to assess children’s vocabulary as well as have discussions with children to check children’s understanding of the new learning. This gives teachers a deep knowledge of what pupils have and have not remembered.
Well sequenced and Progressive
Our Early Years curriculum is based around children’s own experiences and sense of belonging. Although Christianity is the prominent region covered here, other religions such as Hinduism are explored through festivals such Diwali when they arise in the year. Other world religions explored will be very much cohort specific, based on their own religious backgrounds and traditions.
In Year 1, in addition to Christianity, children are introduced to an in-depth study into Sikhism. Towards the end of the year, there are built in opportunities for children to compare and contrast between Christianity and Sikhism.
As children progress through school, their knowledge continues to be built upon due to clearly, sequences units. When children move into Year 2, they will continue to explore aspects of Christianity then be introduced to an in-depth study into Islam. Again, there will be opportunities later on in the year for children to then apply their substantive knowledge into disciplinary tasks when exploring similarities and differences between Christianity and Islam.
In lower key stage 2, no new religions are introduced; however, prior knowledge continues to be built upon therefore enabling children to learn new substantive knowledge and to apply their disciplinary knowledge across Christianity, Islam and Sikhism.
In upper key stage 2, an in-depth study into Judaism is introduced in Year 5. This links to ongoing current affairs as well as historical learning in Year 6 about the impact of World War 2 and learning about persecution of the Jewish community. As with previous years, prior knowledge continues to be built upon therefore enables children learn new substantive knowledge and to apply their disciplinary knowledge across Christianity, Islam and Sikhism in addition to Judaism about how these religions are studied and known.
For some units of learning, there is discrete learning about one religion; however, as the year progresses, thematic units are plotted in whereby more than one religion is covered. This allows more opportunities for children to access disciplinary tasks and deepen their learning. At the start of each session, children are reminded about the purpose of our Religious Education and World Views curriculum. Children recall names of world religions as well as demonstrate an understanding that not all individuals are religious. Later on in the curriculum, non-religious views, such as Humanists, are introduced whereby children can look at conflicting or complementary ideas.
Adaptive Teaching
Through adaptive planning and teaching, we provide inclusivity for all learners.
Non-religious Views
Our RE curriculum covers both religious and non-religious views. Children understand the importance of different beliefs and how they are influenced. Humanism is within the KS2 curriculum where children learn that humanists do not believe in a god. They believe it is possible to live a good and fulfilling life without following a traditional religion. That Humanists rely on science to explain the way things are and that not all people with non-religious views are Humanists.
Teacher vocabulary
Staff use qualifying words such as ‘some’, ‘many’ or ‘European’ (instead of blanket phrases such as ‘all Christians’, ‘Sikhs believe’, ‘Muslims practise’) to add clarity. This can help avoid over-simplifying or stereotyping religion and prevent misconceptions about religion from developing.
Assemblies
Our Religious Education and World Views curriculum is also within our robust assembly offer. Although there is no direct teaching of Hinduism in lessons, our assembly offer covers aspects of this religion through the following themes:
- Festivals: Diwali and Holi
- Religious symbols: including sacred places and books
- What it is like to be a Hindu in Britain?
- Although Judaism is only introduced in KS2, Jewish festivals such as Yom Kippur will be celebrated in assemblies.
Trips and Visits
Memorable experiences are key within our curriculum offer. Each year group have a linked trip or visitor to a place of worship which links to their year group knowledge or used as a precursor for the next year e.g. Year 3 visit a Gurdwara and briefly explore a Langar. Year 4 children create their own Langar in their classroom to help them understand ‘what does it mean to be a Sikh in Britain today?’. Virtual visits are also a big part of the curriculum offer to ensure children are exposed to a range of places of worship.
RE Persona Dolls – EYFS/KS1
To support our young learners with key knowledge from our RE curriculum, our EYFS/KS1 teachers use ‘Children of Faith Dolls’ to initiate conversations about various beliefs. These experiential learning tools are tailored to mirror faith expressions, like headwear and jewellery, offering children a direct insight into diverse religious practices and symbols. These dolls enrich the RE curriculum by igniting discussions on world religions, fostering empathy, and broadening social consciousness.
To find out more about our teaching of Religious Education, please see the overview below.
Religious Education and World Views Whole School Overview
Please note that parents do hold the right to withdraw their child from part of or all of the RE curriculum. Please speak to your child’s class teacher to discuss further.