Broadoak Primary School

Religious Education

“Let us respect other religions even as we respect our own. Mere tolerance thereof is not enough.” (Mahatma Gandhi)

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Vision Statement

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At Broadoak, Religious Education aims to develop children’s skills of enquiry, empathy and compassion for others, and equip children with the knowledge and understanding to participate positively in society. Our curriculum uses a variety of sources to explore different religions, beliefs, values and experiences. We provide visits to places of worship and explore Religious artefacts to support pupils’ curiosity and acceptances of other cultures.

At all Key Stages, teaching of Religious Education is exciting, enquiry based and informative. Children are taught a range of religions, which aims to develop their understanding and empathy for different beliefs and cultures. At Broadoak, the teaching of British Values is a moral imperative. We actively promote these values through the teaching of respect and acceptance of others in our curriculum. Through teaching, we inspire children to consider their own sense of personal identity and develop an understanding of their own cultural roots. To achieve this, Religious Education is taught through a safe and enabling environment, which encourages pupils to have empathy for other cultures and varied viewpoints.

Religious Education teaching at Broadoak raises a variety of religious and worldwide questions. We develop the pupils’ understanding and equip them with skills to appreciate varied responses. The children are encouraged to develop informed and considered responses of their own, so that pupils can reflect on their own understanding of religion and what it means to them.

Aims and Objectives

Religious Education at Broadoak helps pupils to:

Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain.
Appreciate the way that beliefs shape life and conduct.
Develop the ability to make reasoned and informed judgements about religious and moral issues.
Enhance their spiritual, moral, social and cultural development by:
- Developing an awareness of the fundamental questions of life asked by human experiences, and of how religious teachings can relate to them.
- Responding to such questions with reference to the teachings and practices of religions, and to their own understanding and experience.
- Reflecting on their own beliefs, values and experiences in the light of their study
- Develop respect for other people, their right to hold different beliefs, in a society of diverse beliefs.

In order to achieve our aims, we provide:

High quality teaching and learning which enables all children to succeed and achieve
An interesting learning environment in which children feel safe and secure
Opportunities for children to be actively involved and engaged in their own learning, through creative approaches to learning with strong curriculum links to other subjects when appropriate
Opportunities to promote independence
Evaluations of children’s progress towards the Early Learning Goals, National Curriculum guidelines and the Salford Agreed Syllabus for Religious Education which inform planning at all stages
Effective monitoring of teaching and learning.

Broadoak Primary School Religious Education “Let us respect other religions even as we respect our own. Mere tolerance thereof is not enough.” (Mahatma Gandhi)
Intent	Implementation	Impact
What will take place before teaching in the classroom?	What will this look like in the classroom?	How will this be measured
The school’s senior leadership team will:	Our teaching sequence will be:	Pupil Voice will show:
Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects. Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and development. Provide sufficient funding to ensure that implementation is high quality.	Introduce children to the topic question, what they will be learning today and what they have been taught in previous year groups. Retrieval/ overlearning of key elements of different religions through quizzes/ RE.cap. Provide realistic and relevant information. Specify key vocabulary to be used and its meaning. Follow the Salford Agreed Syllabus to inform teaching sequences. Learning in class will be supported and extended by the inclusion of educational visits and visitors. Give a fair and accurate representation of the major world beliefs and non-religious world views. Use religious artefacts and visuals to deepen children’s understanding of religious views, practices and beliefs.==	A developed understanding of the methods and skills of theologians at an age appropriate level. A progression of understanding, with appropriate vocabulary which supports and extends understanding. Confidence in discussing RE, their own work and identifying their own strengths and areas for development. What an accomplished Broadoak Theologian is.
The Curriculum Leader will:	Our classrooms will:	Displays around school / books will show:
Understand and articulate the expectations of the curriculum to support teaching and support staff in the delivery. Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as theologians. Ensure an appropriate progression of RE skills and knowledge is in place over time so that pupils are supported to be the best theologians they can be, and challenge teachers to support struggling theologians and extend more competent ones. Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning. Identify theologians who underpin specific areas of the curriculum and raise aspirations for pupils. Keep up to date with current RE research and subject development through an appropriate subject body or professional group.	Provide appropriate quality resources for each topic in the syllabus. Be organised so that pupils can work in small groups or whole class as appropriate to support pupils in their development of their skills. Have developed learning walls which include carefully chosen vocabulary and visual aids which children can constantly refer back to in order to support their learning. Be a safe and enabling environment, which encourages pupils to have empathy for other cultures and varied viewpoints.	Pupils have had opportunities for practice and refinement of skills. A varied and engaging curriculum which develops a range of religious understanding and skills. Clear progression of skills in line with expectations set out in the progression grids. That pupils, over time, develop a range of skills and techniques across all areas of the religious curriculum.
The class teacher will, with support from the curriculum leader:	Our children will / will be:	The curriculum leader will:
Follow the curriculum map and know where Religious Education units fits into the whole curriculum. Deliver learning from the leaning journeys which have been sequenced to develop knowledge, skills and understanding. Teach vocabulary which is essential to support children’s knowledge. Personally pursue support for any particular subject knowledge and skills gaps prior to teaching. Ensure that resources are appropriate, of high enough quality and are plentiful so that all pupils have the correct tools and materials.	Engaged because they are challenged by the curriculum which they are provided with. Resilient learners who overcome barriers and understand their own strengths and areas for development. Able to critique their own work as a theologian because they know how to be successful. Safe and happy in RE lessons which give them opportunities to explore and question their beliefs and the beliefs of others. Encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on religious skills and knowledge. Develop religious skills and confidence over time because of careful planning, focused delivery and time to practice and review. Engage in systematic enquiry into significant human questions, which religions and worldviews address. Appreciate and appraise varied responses to the topic questions, as well as develop responses of their own.	Celebrate the successes of pupils through whole class sharing. Collate appropriate evidence over time which evidences that pupils know more and remember more. Monitor the standards in the subject to ensure the outcomes are at expected levels. Provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the curriculum is wide reaching and positive.

Children will leave us with a Backpack of knowledge, skills and understanding as detailed below:

In their Broadoak Backpack for Life,

an accomplished Theologian will…x

Be able to describe, explain and analyse beliefs, and practises, recognising the diversity which exists within and between communities.
Be able to identify, investigate and respond to questions posed by, and responses offered by some of the courses of wisdom found in religions and world-wide views.
Be able to appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
Be able to explain reasonably their ideas about how beliefs, practises and forms of expression influence individuals and communities.
Be able to express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value.
Be able to appreciate and appraise varied dimensions of religion.
Be able to find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively.
Be able to enquire into what enables different communities to live together respectfully for the wellbeing of all.
Be able to articulate beliefs, values and commitments clearly in order to explain reasons why they may be important in their own and other people’s lives.

Religious Education in Early Years

In the EYFS, RE comes under the curriculum area of ‘Understanding the World’. The children encounter religions (Christianity and other faiths) and world views as they explore special people, books, times, places and objects and places of worship. Festivals such Eid, Diwali, Christmas, Easter are all taught throughout the year. Through stories, they begin to ask questions and reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation of and wonder at the world in which they live and their place within it.

The children are encouraged to ask questions and explore answers which can help them to develop a sense of place in their family and community, in the world and in the universe. This allows them to learn about similarities and differences between themselves and others, and among families, communities and traditions.

Linked closely to the social, moral, spiritual and cultural development of children, RE allows them to begin to explore what is right and wrong.

Religious Education in Key Stage One

In Key Stage One, the children learn about the Christianity. Judaism and Islamic faiths. We follow the Salford Agreed Syllabus for Religious Education which has been written by RE Today. The scheme of work has units that fall into three strands. These strands are:

Believing (B) incorporates beliefs, teachings, sources of authority, and questions of meaning, purpose and truth.
Expressing (E) incorporates religious and spiritual forms of expression; questions about identity and diversity.
Living (L) incorporates religious practices and ways of living; questions about values and commitments.

Religious Education in Key Stage Two

In Key Stage Two, the children learn about the Christianity. Judaism, Islamic and Hinduism faiths. We follow the Salford Agreed Syllabus for Religious Education which has been written by RE Today. The scheme of work has units that fall into three strands. These strands are:

Believing (B) incorporates beliefs, teachings, sources of authority, and questions of meaning, purpose and truth.
Expressing (E) incorporates religious and spiritual forms of expression; questions about identity and diversity.
Living (L) incorporates religious practices and ways of living; questions about values and commitments.

Whole School Curriculum Overview

Whole School

Curriculum Overview

Autumn

Spring

Summer

Nursery

Over the course of the year, as part of Understanding the World, the children will develop positive attitudes about the differences between people. They will celebrate and value cultural, religious and community events and experiences and they will talk about what you can see using a wide vocabulary.

They will also talk about the similarities and differences they have noticed between people, families and communities.

Subject focus

Which people are special and why?

Which stories are special and why?

Which places are special and why?

Which times are special and why?

What is special about our world and why?
Where do we belong?

Reception

The children will learn:

To talk about people who are special to you, including yourselves, your classmates and people from outside the class community.
To say what makes other people special to you.
To talk about people who are special to you in the local community.
To identify some of the qualities of a good friend.
To recognise some religious words.
To identify and name the bible and one other sacred text.
To talk about what Jesus teaches about keeping promises and say why keeping promises is a good thing to do.

The children will learn:

To talk about somewhere that is special to you, saying why.
To be aware that churches have special meanings for Christians.
To be aware that mosques have special meaning for Muslims.
To talk about the things that a special and valued in a church/mosque.
To recognise a church and a mosque.
To identify some significant features of churches/mosques.
To give examples of special occasions that you have experienced and suggest features of a good celebration.
To say why Diwali is a special time for Jewish people.
To say why Christmas is a special time for Christians.
To say why festivals are special times for members of faith communities.

The children will learn:

To recognise and name some symbols of belonging from their own experience, for Christians and at least one other religion, suggesting what these might mean and why they matter to believers.
To give an account of what happens at a traditional Christian infant baptism/dedication and suggest what the actions and symbols mean.
To identify two ways people show they belong to each other when they get married.
To respond to examples of co-operation between different people.

Subject Focus

Who is a Christian and what do they believe?

How and why do we celebrate special and sacred times?

What does it mean to belong to a faith community?

Year 1

The children will learn:

To understand the difference between God and Jesus.
To recall three key beliefs of a Christian person.
To understand what the Christmas story means to Christians.
Children must be able to express their own beliefs through different media.

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The children will learn:

To identify some ways Christians celebrate (Christmas/Easter/Harvest/Pentecost) and some ways a festival is celebrated in another religion.
To recall stories connected with Christmas/Easter/Harvest/Pentecost and a festival in another religion and say why these are important to believers.
To ask questions and suggest answers about stories to do with Christian festivals and a story from a festival in another religion.
To collect examples of what people do, give, sing, remember or think about at the religious celebrations studied, and say why they matter to believers.

The children will learn:

To recognise and name some symbols of belonging from their own experience, for Christians and at least one other religion, suggesting what these might mean and why they matter to believers.
To give an account of what happens at a traditional Christian infant baptism/dedication and suggest what the actions and symbols mean.
To identify two ways people show they belong to each other when they get married.
To respond to examples of co-operation between different people.

**Big Picture:

Believing

I understand and can communicate the beliefs of Christians.

**Big Picture:

Expressing

I can recall some of the special and sacred times in Christianity, Judaism and Islam and explain the significance of these celebrations to believers.

**Big Picture:

Living

I can recall some of the ways religious people show they belong to their faith community and think about my own network of belonging.

Subject Focus

How should we care for others and the world, and why does it matter?

Who is Jewish and what do they believe?

What makes some place sacred?

Year 2

The children will learn:

To give examples of what Jesus said about the importance of people.
To identify two examples of religious believers caring for people.
To answer the question what would it be like if everyone followed the golden rule?
To share their own creative ideas about what the creation story says about God.

The children will learn:

To talk about how the mezuzah in the home reminds Jewish people about God.
To talk about how Shabbat is a special day of the week for Jewish people, and give some examples of what they might do to celebrate Shabbat.
To re-tell a story that shows what Jewish people at the festival of Chanukah might think about God, suggesting what it means.

The children will learn:

To identify special objects and symbols found in a place where people worship and be able to say something about what they mean and how they are used.
To talk about ways in which stories, objects, symbols and actions used in Churches, Mosques and Synagogues show what people believe.
To ask good questions during a school visit about what happens in a Church, Mosque and Synagogue.

**Big Picture:

Living

I understand and can communicate why some people believe it is important to care for others and the world.

**Big Picture:

Believing

I can understand and can communicate Jewish beliefs.

**Big Picture:

Expressing

I can understand what special places of worship are used for, why they are so special to some religions and their significance in local communities.

Subject Focus

What do different people believe about God?

Why do people pray?

What does it mean to be a Christian in Britain today?

Year 3

The children will learn:

To describe some of the ways in which Christians, Hindus and Muslims describe God.
To think of reasons why some people believe in God and some do not.
To understand that prayer is a way religious believers believe they can communicate with God.
To describe, with examples, the influence believing in God has on the lives of believers.

*The children will learn:

To describe the practice of prayer in the religions studied.
To make connections between what people believe about prayer and what they do when they pray.
To describe ways in which prayer can comfort and challenge believers.
To describe and comment on similarities and differences between how Christians, Muslims and Hindus pray.

The children will learn:

To describe some examples of what Christians do to show their faith, and make connections with some Christian beliefs and teachings.
To describe some ways in which Christians express their faith through hymns and modern worship songs.
To suggest at least two reasons why being a Christian is a good thing in Britain today, and two reasons why it might be hard sometimes.
To discuss links between the actions of Christians in helping others and ways in which people of other faiths and beliefs, including pupils themselves, help others.

Big Picture:

Believing

I can communicate some of the different beliefs about God in Christianity, Hinduism and Islam.

Big Picture:

Expressing

I understand the different religious and spiritual ways of life about prayer.

Big Picture:

Living

I understand the different religious and spiritual ways of life about what Christians do at home, in Church and in the wider community and why these things are important to them.

Subject Focus

Why are festivals important to religious communities?

Why is Jesus inspiring to some people?

What can we learn from religions about deciding what is right and wrong?*

Year 4

The children will learn:

To identify similarities and differences between the celebration of two festivals.
To identify some of the celebrations that form a part of my own life.
To suggest what matters most to believers at Christmas/Eid/Diwali.
To make links between things that are important in our community and celebrations that are held or could be held.

The children will learn:

To make connections between some of Jesus’ teachings and the way Christians live today.
To describe how Christians celebrate Holy Week and Easter Sunday.
To identify the most important parts of Easter for Christians and say why they are important.
To give simple definitions of some key Christian terms (e.g. gospel, incarnation, salvation) and illustrate them with events from Holy Week and Easter.

The children will learn:

To give examples of rules for living from religions and suggest ways in which they might help believers with difficult decisions.
To make connections between stories of temptation and why people can find it difficult to be good.
To give examples of ways in which some inspirational people have been guided by their religions.
To discuss their own and others’ ideas about how people decide right and wrong.

Big Picture

Expressing

I understand and can communicate why festivals are important to Christians, Hindus and Muslims.

Big Picture

Believing

I understand the different reasons why Jesus is considered an inspiring figure by Christians – and by many other people too.

Big Picture

Living

I can think about guidance that people follow to help them live their lives and examine how Christians, Humanists and Jewish people might decide what is ‘right’ and ‘wrong’.

Subject Focus

Why do some people believe God exists?

If God is everywhere, why go to a place of worship?

What does it mean to be a Muslim in Britain today?

Year 5

The children will learn:

To identify the beliefs of a Theist, Atheist and an Agnostic.
To consider reasons that people might believe or not believe in God.
To consider how facts, beliefs and opinions come about and how they are interpreted.
To respond thoughtfully to the question ‘Is God real?’, giving evidence to back up ideas.

The children will learn:

To make connections between how believers feel about places of worship in different traditions.
To select and describe the most important functions of a place of worship for the community.
To give examples of how places of worship support believers in difficult times, explaining why this matters to believers.
To present ideas about the importance of people in a place of worship, rather than the place itself.

The children will learn:

To make connections between Muslim practice of the Five Pillars and their beliefs about God and the Prophet Muhammad.
To describe and reflect on the significance of the Holy Qur’an to Muslims.
To describe the forms of guidance a Muslim uses and compare them to forms of guidance experienced by the pupils.
To make connections between the key functions of the Mosque and the beliefs of Muslims.

Big Picture

Believing

I can understand and present different views on why people believe in God or not.

Big Picture

Expressing

I understand different religious and spiritual ways of life about worship, how people see places of worship and reflect upon the value and purpose of worship in religion.

Big Picture

Living

I can learn from different religious and spiritual ways of life about being a follower of the Muslim religion, and explore the importance of the five pillars of Islam to Muslim believers.

Subject Focus

What do religions say to us when life gets hard?

What matters most to Christians and to Humanists?

**Is it better to express your religion in arts and architecture or in charity and generosity?

Year 6

The children will learn:

To give reasons why people might be comforted by their beliefs when someone dies.
To describe the Hindu belief in reincarnation and Karma.
To describe what might happen in a Christian funeral explaining how it shows some Christian beliefs about life after death.
To look for similarities and differences between their own views about life after death and the beliefs of Hindus, Christians, Muslims and non-religious people.

The children will learn:

To describe what Christians mean about humans being made in the image of God and being ‘fallen’, giving examples.
To describe some Christian and Humanist values simply.
To express their own ideas about some big moral concepts, such as fairness or honesty comparing them with the ideas of others they have studied.
To suggest reasons why it might be helpful to follow a moral code and why it might be difficult, offering different points of view.

The children will learn:

To describe and make connections between examples of religious creativity (buildings and art).
To show understanding of the value of sacred buildings and art.
To suggest reasons why some believers see generosity and charity as more important than buildings and art.
To apply ideas about values and from scriptures to the title question.

Big Picture

Believing

I understand what religions believe about life, death and suffering.

Big Picture

Living

I understand what a non-religious way of life means, both similar to and different from Christianity.

Big Picture

Expressing

I understand why holy buildings and works of art matter to two different religions, as expressions of devotion to God and worship, and how they practice generosity and charity.

Useful Websites

BBC Bitesize - EYFS - Understanding the World

BBC Bitesize - KS1 - Religious Education

BBC Bitesize - KS2 - Religious Education

Useful Documents

Key Learning and Vocabulary - Nursery

Key Learning and Vocabulary - Reception

Key Learning and Vocabulary - Year 1

Key Learning and Vocabulary - Year 2

Key Learning and Vocabulary - Year 3

Key Learning and Vocabulary - Year 4

Key Learning and Vocabulary - Year 5