RE
Intent
The intent of our RE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more.
Here, at Sayes Court School, the aim of Religious Education is to help children to acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain; to appreciate the way that religious beliefs shape life and our behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development.
Religious Education is taught throughout the school in such a way as to reflect the overall aims and values of the school. At Sayes Court School, Religious Education plays an important role, along with all other curriculum areas, particularly PSHC, in promoting the spiritual, moral, social, and cultural development of our children.
Implementation
At Sayes Court School, it has been agreed that having taken into account the requirements and guidelines presented in the Surrey Agreed Syllabus, the following religions have been selected for study:
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Christianity
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Judaism
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Hinduism
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Buddhism
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Sikhism
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Islam
These religions are explored in themed weeks, class discussions and whole school assemblies.
There are no presumptions made as to the religious backgrounds and beliefs and values of the children and the staff. We value the religious background of all members of the school community and hope that this will encourage individuals to share their own experiences with others freely. All religions and their communities are treated with respect and sensitivity and we value the links, which are, and can be made between home, school, and a faith community. We acknowledge that each religion studied can contribute to the education of all our pupils. We promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible for both staff and children.
Impact
The children at Sayes Court School enjoying learning lots about other religions and why people choose, or choose not to follow a religion. Through their R.E. learning, the children are able to make links between their own lives and those of others in their community and in the wider world. R.E. acts as a hub, therefore, between social aspects of learning, science and geography. Through R.E. our children are developing an understanding of other people’s cultures and ways of life, which they are then able to communicate to the wider community.
R.E. offers our children the means by which to understand how other people choose to live and to understand why they choose to live in that way. As such, R.E. is invaluable in an ever changing and shrinking world.
What this looks like in practice:
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RE is taught in every term.
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Each class has a one-hour history lesson once a week.
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The units and lessons are based on a question to discuss and inquire about, helping children develop opinions about historical facts and events.
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All children will have the chance to learn about historical events, people and places from different backgrounds.
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Look closely at similarities, differences, patterns and change.
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Know about similarities and differences in relation to places, objects, materials and living things.
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We use talk for learning in our lessons to guarantee that all students practice their speaking, reading, writing and listening skills.
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SEND students are provided with differentiated work to ensure their understanding of history concepts and vocabulary. E.g. word mats, visuals, support from the teachers.
Schemes, programme and resources used to support history:
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Discovery RE (Jigsaw)
Impact:
RE plays a significant role in the personal development of children and young people. At its heart is the intention to enable children and young people to become "religiously educated” in order to face the demands of the contemporary world. Given the opportunities for encountering people of different beliefs and lifestyles, RE also has a key role to play in fostering respect and social cohesion. As well as being "religiously educated”, RE helps students to become "skilled cultural navigators”, able to handle the differences of faith and belief around them, as well as establish their own sense of identity and belonging.
SMSC in RE:
RE key to developing SMSC. At Sayes Court reading is used to develop SMSC across the curriculum.
Spiritual education in RE involves the experience and search for meaning, the purpose of life and the values by which we live. In learning about a range of different religious traditions and why people believe, students that the opportunity to learn from their experiences, to reflect on and interpret spirituality in their own lives and to reflect on ultimate questions.
Moral education in RE allows students to learn about shared and differing moral values from religious and secular perspectives. RE provides opportunities for students to debate moral dilemmas about right and wrong, good and bad, peace, etc. RE encourages students to discuss ideas such as people's responsibility towards to world and generations to come. In RE students are encouraged to make a personal response to right and wrong and to consider a range of responses to moral issues.
Social education in RE involves exploring the similarities and differences in religions and cultures though which students make links between faith and personal action in everyday life. This is reflected in their relations with others through activities such as discussion and debate, and in their ability to work cooperatively with others.
Cultural education in RE includes learning about a range of different religious traditions, giving students an opportunity to learn what it means to belong, to become confident in themselves and be able to respond positively to similarities and differences in our changing multi-ethnic and multi-faith society.
RE Topics by Year Group
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Year group |
Nursery |
Reception |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Autumn 1 |
Special People⯠What makes people special? – Families and Jesus Respect Determination Special people from around the world |
Special People⯠What makes people special? – My Community Respect Determination Special people from around the world |
Creation Story⯠Does God want Christians to look after the world? Respect Mutual Respect |
What Did Jesus Teach?⯠Is it possible to be kind to everyone all the time? Kindness Teamwork |
Diwali⯠Would celebrating Diwali at home and in the community bring a feeling of belonging to a Hindu child? Curiosity Reflection Hindu traditions |
Buddha’s Teachings⯠Is it possible for everyone to be happy? Kindness Tolerance
Trip: Temple visit |
Belief into Action⯠How far would a Sikh go for his/her religion? Honesty Resilience |
Beliefs and Practices⯠What is the best way for a Muslim to show commitment to God? Honesty Resilience
Trip: Mosque visit |
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Autumn 2 |
Christmas⯠What is Christmas? – The Story of Baby Jesus Curiosity Tolerance Christian traditions |
Christmas⯠What is Christmas? – Who were Jesus and his family? Curiosity Tolerance Christian traditions |
Christmas⯠What gifts might Christians in my town have given Jesus if he had been born here rather than in Bethlehem? Kindness Reflection Christian traditions |
Christmas – Jesus As A Gift from God⯠Why do Christians believe God gave Jesus to the world? Curiosity Reflection Christian traditions |
Christmas⯠Has Christmas lost its true meaning? Curiosity Reflection Christian traditions |
Christmas⯠What is the most significant part of the nativity story for Christians today? Curiosity Reflection Christian traditions |
Christmas⯠Is the Christmas story true? Curiosity Reflection Christian traditions |
Christmas⯠Do Christmas celebrations and traditions help Christians understand who Jesus was and why he was born? Curiosity Reflection Christian traditions |
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Spring 1 |
Celebrations⯠How do people celebrate? New Year in England Curiosity Tolerance |
Celebrations⯠How do people celebrate? New Year around the world Curiosity Tolerance World celebrations |
Jesus As A Friend⯠Was it always easy for Jesus to show friendship? Kindness Teamwork |
Passover⯠How important is it for Jewish people to do what God asks them to do? Curiosity Reflection Jewish traditions Trip: Synagogue visit |
Jesus’ Miracles⯠Could Jesus heal people? Were these miracles or is there some other explanation? Curiosity Reflection |
The 8-Fold Path⯠Can the Buddha’s teachings make the world a better place? Kindness Tolerance |
Beliefs and Moral Values⯠Are Sikh stories important today? Curiosity Tolerance |
Beliefs and Meaning⯠Is anything ever eternal? Curiosity Reflection |
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Spring 2 |
Easter⯠What is Easter? Seasons - Signs of Spring and Jesus Curiosity |
Easter⯠What is Easter? Easter is important in Spring Curiosity Reflection Christian traditions |
Easter – Palm Sunday⯠Why was Jesus welcomed like a king or celebrity by the crowds on Palm Sunday? Respect Reflection Christian traditions |
Easter – Resurrection⯠How important is it to Christians that Jesus came back to life after his crucifixion? Curiosity Reflection Christian traditions |
Easter – Forgiveness⯠What is ‘good’ about Good Friday? Curiosity Reflection Christian traditions |
Easter⯠Is forgiveness always possible for Christians? Curiosity Reflection Christian traditions |
Easter⯠How significant is it for Christians to believe God intended Jesus to die? Curiosity Reflection Christian traditions |
Easter⯠Is Christianity still a strong religion 2000 years after Jesus was on Earth? Curiosity Reflection Christian traditions |
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Summer 1 |
Storytime⯠What can we learn from stories? Re-telling traditional tales Curiosity |
Storytime⯠What can we learn from stories? What are meanings of traditional tales Curiosity |
Shabbat⯠Is Shabbat important to Jewish children? Curiosity Reflection Jewish traditions |
The Covenant⯠How special is the relationship Jews have with God? |
Hindu Beliefs⯠How can Brahman be everywhere and in everything? Curiosity Reflection |
The 8-Fold Path⯠What is the best way for a Buddhist to lead a good life? Honesty Resilience |
Prayer and Worship⯠What is the best way for a Sikh to show commitment to God? Honesty Resilience Trip: Gurdwara visit |
Beliefs and Moral Values⯠Does belief in Akhirah (life after death) help Muslims lead good lives? Honesty Resilience |
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Summer 2 |
Special Places⯠What makes places special? Homes and churches in England Curiosity
Trip: Local Church visit |
Special Places⯠What makes places special? Homes and churches around the world Curiosity Tolerance Homes around the world Trip: Cathedral visit |
Rosh Hashanah and Yom Kippur⯠Are Rosh Hashanah and Yom Kippur important to Jewish children? Curiosity Reflection Jewish traditions |
Rites of Passage and Good Works⯠What is the best way for a Jew to show commitment to God? Honesty Resilience |
Pilgrimage to The River Ganges⯠Would visiting the River Ganges feel special to a non-Hindu? Empathy Reflection Trip: Mandir visit |
Prayer and Worship⯠Do people need to go to church to show they are Christians? Individual Liberty Reflection |
Beliefs and Practices⯠What is the best way for a Christian to show commitment to God? Honesty Resilience |
Progression of Skills and Knowledge
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Skills |
EYFS |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Investigation and Reflection |
• Show an interest in other people • Understand family customs and traditions |
• Explore and retell the Christian creation story • Remember some of the Christmas story • Explain that Jesus is special to Christians • Retell a time when Jesus showed friendship • Recall the events of Palm Sunday • Talk about how Jewish people celebrate the Shabbat • Explain what the Chanukah symbol means |
• Remember something Jesus said or did to be kind • Explain that Christians believe Jesus was a gift from God • Talk about Jewish practises • Recall what Christians believed happened on Easter Sunday • Explore how Jewish people show commitment to God |
• Describe some of the ways Hindus celebrate Diwali • Start to explain the Christian belief that Jesus was God in human form • Explore viewpoints about one of Jesus’ miracles • Explain why Jesus’ death is important to Christians • Describe a Hindu ritual which happens at the River Ganges |
• Describe the life of the Buddha and how he tried to be happy • Explore Christmas symbols • Describe the teachings of the Buddha • Explore forgiveness in a Biblical text • Explain how the Buddha’s teachings impact the lives of Buddhists • Describe some of the ways Christians use churches to worship |
• Use correct vocabulary to describe how Sikhs show their faith • Describe what Christians learn from the Christmas story • Say how some events in Holy Week tell Christians about Jesus’ identity and purpose • Explore how both Christians and Sikhs show commitment to God |
• Explore how Muslims show commitment to God • Describe what Christians might learn about the afterlife from Bible stories • Describe ways in which Christianity seems to be a strong religion today • Describe how Muslims might try to lead lives respectful to God • Explore ways in which Muslims can be stereotyped |
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Interpretation and Evaluation |
• Different things make me unique • Understand that we don’t always enjoy the same things • Talk about the past and present • Understand that we don’t all do the same things |
• Express an opinion about creation • Talk about how the world got here • Make links between things that are important to me • Talk about my friends and why I like them • Explore what it means to be a good friend • Explain how belief can affect decision making |
• Explain why we should be kind with reasons • Discuss why Christians believe God gave Jesus to the world • Suggest the most and least important things Jewish people do that God asks them to do • Offer my own opinion about the empty tomb on Easter Sunday • Talk about something which is important to Jewish people |
• Explain how Diwali might bring a sense of belonging to Hindus • Explore what Christmas means to me • Start to explore my own views on Jesus’ miracles and resurrection • Empathise with the special feelings a Hindu might experience when at the River Ganges |
• Consider whether everyone can find happiness • Compare different people’s views on Christmas • Consider whether the Buddha’s teachings can make the world a better place • Ask important questions about how forgiveness is possible • Start to explore my own guidelines for leading a good life • Understand the importance of worshipping God to Christians |
• Understand that there are different degrees of commitment • Consider whether Jesus knew he was going to be crucified • Start to explain why I think some religious practises are more important than others |
• Identify things I find interesting/puzzling about Islam • Identify why leading a good life might be a good idea • Consider whether Christianity is a strong religion now • Ask important questions about eternity • Explain why there might be different ways to show commitment |
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Application and Expression |
• Has a sense of their immediate family • Beginning to have their own friends • Understand similarities and differences |
• Use creative ways to express their own ideas about the creation story |
• Ask some questions about believing in God and offer some ideas of their own • Ask and suggest answers to questions arising from stories across more than one faith • Talk about issues of good and bad, right and wrong arising from stories • Respond to examples of cooperation between different people |
• Suggest some ideas about good ways to treat others • Find out about at least two teachings from religions about how to live a good life |
• Ask questions and suggest some of their own responses to ideas about God • Explore and suggest ideas about what is worth celebrating and remembering in religious communities and in their own lives • Discuss their own and others’ ideas about why humans do bad things and how people try to put things right • Discuss their own ideas about how people decide right and wrong |
• Discuss their own ideas about the importance of values to live by, comparing them to religious ideas |
• Express their own understanding of what a religious figure would do in relation to a moral dilemma from the world today |
