Religious Education

Through 6 key questions a year, our RE curriculum gives children the opportunity to learn about religion and learn from religion. Focused on one key question each half term, the children work through a six-part cycle where they are given the opportunities to: engage, enquire, explore, evaluate and express.

 
In Reception, children explore and unpack Christianity through their 6 key questions.

Throughout KS1 the children work through a range of focii:

  •      belonging
  •      stories and books
  •      prayer and worship
  •      celebrations
  •      believing
  •      symbols and artefacts
  •      leaders and teachers

Throughout lower KS2 the children work through a range of focii:

  •      religion and the individual
  •      symbols and religious expression
  •      beliefs in action in the world
  •      inspirational people
  •      religion, family and community

Throughout upper KS2 the children work through a range of focii:

  •      teachings and authority
  •      worship, pilgrimage and sacred places
  • ·    symbols and religious expression
  •      journey of life and death
  •      beliefs and questions
Children complete this for the following religions:
  •        Christianity
  •      Judaism
  •      Islam
  •      Hinduism
  •      Sikhism
  •      Buddhism
  •      Humanism.

Overall, children are given the opportunity to be involved in whole class, group and talk partner discussions, they are able to demonstrate their literacy skills, use their own understanding of the world and their experiences and able to build on key skills such as identifying similarities and differences in people and their ideas both around the world and even in their class.

An example of how this is completed for a Year 4 key question – How does believing Jesus in our savior inspire Christians to save and serve others?

·     Engage with the idea and meaning of the words save, savior and salvation. Children considered how they could use a rope in a rescue and considered what a rescue looks like. They completed this by thinking about a film which involves a rescue and considering: who needed rescuing? Why did they need saving? Was it someone’s fault? Who was the rescuer? What did they do? What did the rescue ‘cost’? They then consider whether rescuers or saviours are needed in real life and how they might have been a rescuer. They then considered how Jesus is a ‘saviour.


      Enquire into what it means when Christians call Jesus their ‘saviour’. Children considered some well-known superheroes or saviours and used adjectives to describe the qualities of these. They then considered what adjectives could be used to describe Jesus as a superhero/saviour. Finally, they considered what the similarities and differences between the superheroes were. We linked the ideas of being a saviour to the story of Zacchaeus and considered how people may need to be ‘saved’ from sin.