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Hadnall CofE Primary School

Religious Education (RE

 

          Hadnall C.E. Primary Religious Education Curriculum and Assessment           

 

Curriculum Expectations:

Intent, Implementation and Impact

Intent

Religious Education is an important element in the broad and balanced curriculum we aim to provide at Hadnall CE Primary School. Our school vision and REACH values are taught alongside the Christian values and under pin our curriculum. 

We provide opportunities to develop children’s knowledge and understanding of world religions and reflect on the challenging questions that it provokes. The aims of religious education are: 

  • To develop pupils’ knowledge and understanding of Christianity and other religions and consider how the beliefs of others impact on their lives and the lives of others.
  • To encourage children to ask and reflect on challenging questions.
  • To provide opportunities for personal reflection where children can explore their own beliefs (not necessarily religious).
  • To encourage children to appreciate and respect the different cultures in today’s society.

Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. RE also contributes to pupils’ personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society. RE can also make important contributions to other parts of the school curriculum such as citizenship, personal, social, health and economic education (PSHE education), the humanities, education for sustainable development and others. It offers opportunities for personal reflection and spiritual development, deepening the understanding of the significance of religion in the lives of others – individually, communally and cross-culturally. 

Our school RE curriculum is based around ‘Understanding Christianity’ which is promoted by our Diocese, The Diocese of Lichfield. 

In Early Years the children learn about different celebrations across a range of different religions. In Christianity they will learn about the characters in the Christmas story and the meaning of the gifts that were brought. The curriculum also focuses on the values of love, kindness, respect and resilience and the similarities and differences between families. They will also begin to understand different cultures and traditions. For more detail about linked subject progression, please refer to The New Shropshire Agreed Syllabus.

 

Implementation

According to the Education Act 1996 and the School Standards and Framework Act 1988 parents have the right to withdraw their children from all or part of Religious Education lessons. Parents are not obliged to state their reasons for seeking withdrawal.

Governors, the Headteacher and the subject lead will ensure:

  • that RE is taught weekly (1 hour) and Worship is a daily occurrence in school
  • all pupils make progress in achieving the learning objectives of the RE curriculum
  • the subject is well led and effectively managed and that standards and achievement in RE and the quality of the provision are subject to regular and effective self-evaluation
  • teachers are aware of RE’s contribution in developing pupils’ understanding of religion and belief and its impact as part of the duty to promote community cohesion
  • clear information is provided for parents on the RE curriculum and the right to withdraw

Each year group will learn about Christianity (God, Jesus and the Church) which will make up 50% of the RE curriculum and each of the other main world religions: 

Hinduism, Buddhism, Islam, Sikhism and Judaism in the other 50%.

 

Impact

By the time children leave our school we would hope that they:

  • Know that Britain is a predominantly Christian country and our laws and special days are rooted in Christianity
  • Know key information about Christianity e.g Bible, Church, life of Jesus, Christian festivals

Know that the Bible is a book of guidance and advice about how Christians should live their life

  • Know that there are other world religions that have different beliefs, rituals and festivals
  • Know that different religions have different ways of showing commitment to their faith
  • Understand the British values of tolerance, respect and rule of law
  • Understand the role of Christian charities in improving lives in local, UK and global communities
  • Are able to reflect on their own beliefs and what can be learned from religion

Assessment in RE will be done through making informal judgements through observation and discussion with the children and through the work they produce in RE lessons. Children will be assessed against the key learning identified in the RE planning overview at the end of each phase to give an overall judgement of children’s understanding of Religious Education.

 

Whole School Coverage Map

 

Year 

Autumn 1 

Autumn 2 

Spring 1 

Spring 2 

Summer 1 

Summer 2 

Significant religious festivals 

Rosh Hashanah (Jewish) 

Yom Kippur (Jewish) 

Diwali (Hindu and Sikh) 

 

Chinese New Year 

Teng Chieh (Chinese) 

World Religion Day 

Holi (Hindu) 

Therevanda (Buddhist) 

Ramadan (Islam) 

Vesakha Puja (Buddhist) 

Eid-ul-Fitr (Islam) 

Reception (EYFS) 

Unit F1: Why is the word ‘God’ special to Christians? 

Unit F2: Why is Christmas special for Christians?  

Unit F3: Why is Easter Special for Christians?  

Unit F4: Being special where do we belong?  

Unit F5: Which places are special and why?  

Unit F6: Which stories are special and why?  

Year 1 & 2: 

A 

Unit 1.10: What does it mean to belong to a faith community? 

Unit 1.1: What do Christians believe God is like?  

Unit 1.7: Who is Jewish and how do they live?  

Unit 1.2: Who do Christians say made the world?  

Unit 1.9: How should we care for the world and for others and why does it matter?  

Year 1 & 2: 

B 

Unit 1.6: Who is a Muslim and how do they live? (Part 1) 

Unit 1.3 Why does Christmas matter to Christians?  

Unit 1.6: Who is a Muslim and how do they live? (Part 2) 

Unit 1.5: Why does Easter matter to Christians?  

Unit 1.4: What is the ‘good news’ Christians believe Jesus brings?  

Unit 1.8: What makes some places sacred to believers?  

Year 3 & 4: 

A 

Unit L2.1: What do Christians learn from the Creation story?  

Unit L2.2: What is it like for someone to follow God?  

Unit L2.9: How do festivals and worship show what matters to a Muslim?  

Unit L2.10: How do festivals and family life show what matters to Jewish people?  

Unit L2.4: What kind of world did Jesus want?  

Unit L2.12: How and why do people try to make the world a better place?  

Year 3 & 4: 

B 

Unit L2.3: What is the ‘Trinity’ and why is it important for Christians?  

Unit L2.7: What do Hindus believe God is like?  

Unit L2.8: What does it mean to be Hindu in Britain today?  

Unit L2.5: Why do Christians call the day Jesus died ‘Good Friday’?  

Unit L2.6: For Christians, when Jesus left, what was the impact of Pentecost? 

Unit L2.11: How and why do people mark the significant events of life?  

Year 5 & 6: 

A 

Unit U2.1: What does it mean if Christians believe God is holy and loving?   

Unit U2.8: What does it mean to be a Muslim in Britain today?   

Unit U2.3: Why do Christians believe Jesus was the Messiah?  

Unit U2.9: Why is the Torah so important to Jewish people?  

Unit U2.4: Christians and how to live: ‘What would Jesus do?’ 

Unit U2.10: What matters most to Humanists and Christians?  

Year 5 & 6: 

B 

Unit U2.2: Creation and science: conflicting or complementary?  

Unit U2.11: Why do some people believe in God and some people not? 

Unit 2.7: Why do Hindus want to be good?  

Unit 2.5: What do Christians believe Jesus did to ‘save’ people?  

Unit U2.6: For Christians, what kind of king is Jesus?  

Unit U2.12: How does faith help people when life gets hard?  

 For more detail about subject progression please refer to

The New Shropshire Agreed Syllabus.