I | Inclusive | Religious education is open to all and it promotes an inclusive environment that meets the needs of all pupils, irrespective of age, disability, race, religion, belief or gender by creating a respectful environment where pupils of different backgrounds can freely discuss sensitive topics and challenge prejudice without facing judgement.
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D | Deep Learning | Pupils analyse, justify and evaluate their perspectives and others on ethical and philosophical questions, thereby developing important skills of critical thinking and reasoning, reflecting deeply on religion and world views.
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E | Engaging | Pupils have confidence in their own growing sense of identity and empower the religious and non-religious through inquiry. |
A | Authentic | Artefacts, religious and humanist videos, visits to places of worship and various cultural and religious practices (from both visitors and those within the classroom) establish a sense of reality and give weight to what is discussed in lessons.
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S | Schema building | Prior learning is constantly referred to so that pupils build upon existing ideas and enrich themselves with new information in order to secure skills and knowledge in their long term memory.
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INTENT | At Henry Green Primary School, our aim is to ensure that children acquire and develop knowledge and understanding of a variety of religions, disciplines and worldviews. Religious Education allows learners to appreciate the way beliefs shape the life and behaviour of a person. We ensure that learners become more aware of their own beliefs and values. Through this pupils enhance their ability to make reasoned and informed judgements about religious and moral issues. They develop a positive attitude in the search for meaning and purpose in life enabling them to flourish in later life. They enquire and explore questions arising from the study of religion and belief, succeeding in building a positive attitude towards other people who hold different religious beliefs. This leads to mutual respect and tolerance for those with different faiths and beliefs and for those without faith. Religious Education also provokes challenging questions about beliefs, issues of right and wrong and what it means to be human. Pupils gain a deep understanding of historical and contemporary practices leading to discern and explore religious dimensions of social and cultural expressions regardless of time and place which we believe assists their development into fundamental components of a healthy, progressive society.
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EYFS INTENT
| We will ensure that children become familiar with a range of stories from cultural and religious traditions. These will include stories which reflect the diversity of the experiences of the pupils. The children will explore Religious Education in terms of special people, books, celebrations, places and objects. Through this, they will have a better understanding of different cultures and beliefs within a community. They will become familiar with relevant concepts and skills and learn to articulate their understanding, develop interpersonal skills and become creative thinkers. Pupils will be given a variety of opportunities to reflect on their own feelings and experiences. They will begin to understand similarities and differences between themselves and others, among families, communities and traditions. Children will be able to explore what makes people different or similar and understand that other children don’t always enjoy the same things and are sensitive to this. | |
| Autumn | Spring | Summer | |||
1 | 2 | 1 | 2 | 1 | 2 | |
Key Stage 1 | ||||||
Year 1
| What does it mean to belong to Christianity?
1. Talk about groups I belong to. 2. How do Christians show they belong to a group? 3. What does it mean to Christians to belong to a Christian family? 4. How do some children belong to Christianity? 5. What is special about belonging to a group?
| Why do Christians celebrate Christmas?
1. What is a special gift? 2. Why do Christians give gifts at Christmas? 3. What gift would you like to give? 4. When is Christmas celebrated? 5. What happens during Christmas? 6. What can a church tell us about the Christmas story? 7. What have I learnt about Christmas? | What does it mean to belong to Sikhism?
1.How do religious people show they belong? 2.What is Sikhism? 3.How do children show they belong to Sikhism? 4.Why do Sikhs tell the story of Guru Nanak bathing in the river? 5.What did Guru Gobind Singh ask Sikhs to look like? 6.What is the Amrit ceremony?
| What can be special about living with family and friends?
1. What makes me special? 2. What special places do people have in their homes? 3. Why is Friday night special in a Jewish home? 4. What Hindu customs help brothers and sisters show they care for each other? 5. How does the bible help Christian families to forgive?
| What does it mean to belong to Hinduism?
1.How can belonging help us through the journey of life? 2.What is karma? 3.Who is Brahman? 4.Who was Krishna? 5.How can puja help a Hindu lead a good life? 6.What does the Aum (Om) symbol mean?
| What does it mean to belong to Islam?
1. What makes a community? 2. Who was Muhammad? 3. Which objects are special for Muslims? 4. How do Muslims show they belong to Islam? 5. What celebrations do Muslims take part in? 6. What does it mean to be a Muslim?
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Year 2
| Why did Jesus tell stories?
1.What makes a good story? 2.What kind of stories did Jesus tell? 3.What can we learn about the characters in a parable? 4.What other stories did Jesus tell? 5. Why did Jesus tell stories?
| Why are different books special for different people?
1. Why are some books more special than others? 2. What holy books are special to us and why? 3. Why is the Bible Special and for whom? 4.What Is the Torah and why is it special? 5. Why is the Qu’ran a special book? 6. Why is the Shrimad Bhagwad an important book? 7. What makes the Guru Granth Sahib a special book? 8. What makes the Tipitaka a special book? 9. What makes me special?
| Why do people celebrate? (investigating the celebration of Kwanzaa)
1.What does it mean to celebrate? 2.Why do some people celebrate Kwanzaa? 3.What can we learn from the Kwanzaa story? 4.What do other people think about important values? 5.How can I express what values are important to me?
| How do we know that Easter is coming? What special stories are told at Easter?
1. What is Easter and why is it important? 2. What does the Bible tell us about Easter? 3. Why happens on Ash Wednesday? 4. What are the events that happen on Maundy Thursday and Good Friday? 5. How do we feel when we hear what happened to Jesus? 6. What can we learn about Jesus’ death? 7. What other Symbols are associated with Easter?
| How does special food and fasting help people in their faith?
1. What is fasting and why do people do it? 2. How would I feel if I had to go without food? 3. Why do Muslim people fast in Ramadan? 4. What special food do Muslim people share at Eid? 5. Why do Christian people fast in Lent? 6. What do Christian do before Lent starts? 7. Should we all fast?
| Where did the world come from and how should we look after it?
1. What is the meaning of Creation? 2. What stories do Jews, Christians and Muslims tell about how the world began? 3. What stories do Jews and Christians tell about how the world began? (Adam and Eve) 4. How do Christians try and look after the world? 5. What stories do Hindu’s tell about how the world began? 6. How can you represent a creation story creatively? 7. How do you think the world began? |
Key stage 2 | ||||||
Year 3
| How did Jesus and Buddha make people stop and think?
1. What stories, sayings and events have really made us stop and think? 2. What is the challenge in the story of the Pharisee and the tax collector? 3. Why do some of Jesus’ sayings still make people stop & think today? 4. How does Jesus’ story of the widow’s mite make us think? 5. Who is the Buddha? 6. What stories did the Buddha tell? 7. What stories, sayings and events can we use to make other people think? | What is the significance of light?
1.Why is light special? 2.Why do Hindus have divas for Diwali? Why do Sikhs celebrate Diwali? 3.How do Christians use light at Christmas? 4.What do Jews remember at Hanukkah? 5.What does the light at Hanukkah symbolise? 6.Why is light important at different religious festivals?
| How and why do Jews celebrate their beliefs at home and in the Synagogue?
1.How and why do Jews celebrate Rosh Hashanah? 2.Why and how do Jews celebrate Sukkot? 3.What do many Jews do each day to express their beliefs? What special objects would you see at a Jewish home? 4.Why do Jews celebrate Shabbat and how? 5.What does the Torah mean for Jewish people? 6.How do Jews express beliefs in a Synagogue?
| How and why do Hindus celebrate Holi?
1. Who do we think ‘goodies’ & ‘baddies’ are? 2. What happens at the Hindu festival at Holi? 3. What other story is told at Holi? 4. How does Holi show what Hindu people believe about God? 5. Can we write a story which teaches the value of not giving up and bring it to life?
| What do Sikh sayings tell us about Sikh beliefs?
1. What symbols are important in our lives? 2. Why do Sikh people wear symbols? 3. What is the most important symbol for Sikh people? 4. What Sikh sayings are important about what God is like? 5. What are my most important sayings in life?
| What can we learn about special symbols and signs used in religions?
1. What do these everyday signs and symbols mean? 2. What symbolism can we see in Muslim artefacts? 3. How do Muslims use art and symbols in their place of worship? 4. What symbols can be found in a Christian story? 5. Why is the cross important to Christians? 6. How can we create a piece of Christian art?
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Year 4
| How and why do Hindus worship at home and in the Mandir?
1.What different ideas does our class have about God? 2.How do Hindus express their beliefs about God? 3.What is a shrine and why is it important in a Hindu home? 4.How do Hindus worship in the home? 5.What happens in a Mandir (temple) 6.How is prayer central for a Hindu?
| Why is the Bible special for Christians?
1. What do we know about the Bible and what makes it special? 2. What is in the Bible? 3. What can we learn from the story of Joseph? 4. How do Christians use the Bible in church and in the home and elsewhere? 5. What inspires and guides me in my life?
| What makes me the person I am?
1. Who influences our lives? 2.Who or what influenced the life of St Francis? 3.Who or what influenced the life of Pandurang Shastri Athavale? 4.What objects are special to people in my community? 5.What things do I care about in my community? 6.What can I do to help improve my community? | Why is Easter important to Christians?
1. What is Easter and why is it celebrated? 2. What are the symbols associated with Easter and how do they suggest new life? 3. What is Palm Sunday? 4. What are the events of the Last Supper and how are the symbolisms used today? 5. What were the events in the Garden of Gethsemane? 6. How do Christians remember and celebrate Easter today? 7. Why is Easter so important to Christians? | What happens when someone gets married?
1. What is a wedding celebration? Why do people choose to get married? 2. What are marriage vows? What do they mean? 3. What important actions take place in a Hindu wedding ceremony? 4. What is the symbolism behind the seven steps? 5. What do Muslims believe about marriage? 6. What happens in a Muslim wedding? 7. What kind of wedding would I like? | What religions and world views are represented in our neighbourhood?
1. What are the functions of religions buildings and places? 2. What evidence can I find of religions in the neighbourhood? 3. What evidence can I find of religions in the neighbourhood helping others? 4. How are religions similar and different in my neighbourhood? |
Year 5 | What inner forces affect how we think and behave? All faiths
1. When am I tempted? 2. Why did Adam and Eve disobey God? 3. Why did Jonah behave in the way he did? 4. What beliefs would I refuse to deny? 5. Why do I find it difficult to accept what I know to be true? 6. What positive forces do I have in my life?
| How is Christmas celebrated around the world?
1. What differences are there in accounts given by Luke and Matthew? 2. Which stories have developed from the ‘real’ Christmas story? 3. What happens during Advent? 4. How do Christmas traditions vary around the world? 5. What is Epiphany? How is Epiphany celebrated around the world? 6. What story or play can we create based on traditional Christmas themes?
| What do religions believe about God? All faiths and world views
1 Where is God? What do I think about God? What do atheists believe about God? 2. What do Muslims believe about God? 3. What do Hindus believe about God? 4. What do Sikhs believe about God? 5. What do Christians believe about God? 6. How might people represent God?
| How do Christians try and follow Jesus example?
1. Who sets us an example and how do we set an example for others to follow? 2. What might a Christian learn from the stories about Jesus (selling possessions/ overturning tables)? 3. What did Jesus teach about giving? 4. How did Jesus set an example for others to follow? 5. How can we summarise Jesus’ example of the right way to live? 6. How does the work of some organisations exemplify Jesus’ example? | Animal Lawsuit’
1.Do animals ever have a case against humans? 2.What do different religions say about how animals should be treated? 3.What wise words can we create? 4.What footprint do we want to leave on the world?
| Why is Muhammad and the Qu’ran important to Muslims?
1. Who is Muhammad? 2. What events changed Muhammad’s life? 3. Why is the Qur’an important to Muslims? 4. How do Muslims treat the Qur’an and why do they treat it in these ways? 5. How have Muhammad’s words and actions affected the way Muslims lead their lives? 6. Who has been the biggest influence in your life?
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Year 6
| How do people express their faith through the arts in Christianity?
1.How do people express their faith through art? 2.How can colour express religious ideas or feelings? 3.How is sculpture used in religion? 4.How might music be used as worship? 5.How might drama express faith? 6.What is similar and different about Christian arts to other religions? | How could we design a celebration that involved everyone, whether religious or not, in a meaningful and imaginative way?
1. Why do we have celebrations? 2. What is special about celebrations in Islam? 3. What is special about celebrations in Christianity? 4. Can I compare and contrast a Muslim celebration with a Christian celebration? 5. Is it okay to take part in the celebrations of other religions? 6. How can we make a celebration inclusive to everyone?
| What qualities are important to present day religious leaders?
1. Why do we need leaders? 2. What qualities do leaders possess? 3. Who is an important religious leader in Barking and Dagenham? 4. Who are important world religious leaders? 5. Can I compare different religious leaders? 6. What is the difference between a religious leader and a secular leader?
| What are the sources of the story about what happened on the first Easter Sunday? 1. What do people know about the Easter story and where do their ideas come from? 2. How do artists show the themes of Jesus’ death and resurrection from the gospels? 3. What other stories explore Easter themes? What symbol can we create together which use the themes and symbols of Easter? 4. Is Easter the end of the story? 5. What difference does the Easter story make? | What similarities and differences do religions and world views share?
1. What values and practices do religions and world views share? 2. Why is meeting together important for religious people? 3. Why is the Church and Mosque important to Christians and Muslims? 4. What differences do places of worship make to an area? 5. What beliefs do religions and world views share? 6. What do I want to say to the world about community?
| What do people believe about life after death?
1. What is life like? 2. Living and dying: what do religions say? 3. What do Hindu’s believe about life after death? 4. What do Christians believe about life after death? 5. What do Muslims believe about life after death? 6. Is death the end?
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Skills and knowledge progression | EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Learn about and understand a range of religions and worldviews.
| Observe, notice and recognise materials in RE.
Explore and find out about places and objects that matter in different cultures and beliefs.
Listen with enjoyment to stories, songs and poems from different communities and traditions and respond with relevant comments, questions or actions. | Observe, notice and recognise materials in RE.
Name and talk about objects, artefacts, beliefs, teachings and practices in different religions.
Suggest meanings for religious actions and symbols.
Understand how everyday actions of people are influenced by their beliefs and values.
| Understand how everyday actions of people are influenced by their beliefs and values.
Ask questions and give opinions about religion, beliefs and ideas.
Give thoughtful responses using different forms of expression.
| Ask questions and give opinions about religions, beliefs and ideas.
Express ideas thoughtfully in R.E.
Recognise religious symbols and compare.
Explore how Sikhs, Muslims, Christians Hindus and Jews express meaning in their lives through their beliefs.
| Ask questions and give opinions about religion, beliefs and ideas.
Give thoughtful responses using different forms of expression.
Find out information about religions and world views. about religions.
Compare and make connections between different religions and worldviews.
| Ask questions and give opinions about religions, beliefs and ideas.
Express diverse ideas and viewpoints clearly in various forms.
Compare and make connections between different religions and worldviews.
Describe key beliefs in a variety of religions.
Research information about religions and world views.
| Ask questions and give opinions about religions, beliefs and ideas.
Express diverse ideas and viewpoints clearly in various forms.
Compare and make connections between different religions and worldviews.
Describe key beliefs in a variety of religions.
Research information about religions and world views.
Express insights into questions giving coherent accounts of beliefs and ideas.
Explain ideas creatively and coherently. |
Express and communicate ideas related to religions and worldviews
| Recall, name and talk about materials in RE.
Retell stories.
Describe special times or events for family or friends.
| Recall, name and talk about materials in RE.
Name religious practices that take place and discuss their importance.
Retell religious stories and messages and explain why they are important to believers.
| Recall, name and talk about materials in R.E.
Retell stories, suggesting meaning for sources of wisdom, festival and worship.
Describe religions and worldviews, connecting ideas.
Discuss the impact belonging to a community makes and how it feels to belong to a community.
| Retell stories, suggesting meaning for sources of wisdom, festival and worship.
Describe religions and worldviews, connecting ideas.
Outline religious ideas and practices.
Describe and comment on links between religious stories and explain what is similar or different.
| Retell stories, suggesting meaning for sources of wisdom, festival and worship.
Describe religions and worldviews, connecting ideas.
Outline religious ideas and practices, linking different viewpoints.
Link different points of views about religions and the role they play within the community.
| Describe religions and worldviews, connecting ideas.
Outline religious ideas and practices, linking different viewpoints.
Make connections between different religions and worldviews and explain similarities and differences.
Explain the impact of and connections between ideas, practices and viewpoints.
| Outline religious ideas and practices, linking different viewpoints.
Describe and make connections between different features of religions and worldviews.
Explain the impact of and connections between ideas, practices and viewpoints.
Appreciate and appraise different understandings of religion and worldviews.
Discover more about rituals and practices that mark important actions in lives and reflect on their own ideas about these.
Evaluate diverse beliefs, perspectives, sources of wisdom and ways of life.
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Gain and deploy the skills needed to engage seriously with religions and worldviews
| Notice and find out about religions and worldviews.
Talk about similarities and differences between themselves and others, among families, communities and traditions.
| Notice and find out about religions and worldviews.
Collect, use and respond to ideas in R.E.
Discuss and connect ideas between different religions.
| Notice and find out about religions and worldviews.
Collect, use and respond to ideas in RE.
Consider, link and discuss questions, ideas and points of view.
Apply ideas about religions and worldviews thoughtfully.
Investigate religions and explain why religions and worldviews matter.
| Consider, link and ask questions, ideas and points of view
Apply ideas about religions and worldviews thoughtfully.
Investigate and explain why religions and worldviews matter.
Evaluate questions and arguments personally and critically.
| Consider, link and discuss questions, ideas and points of view.
Thoughtfully consider different ideas and practices within and between religions. Apply ideas about religions and worldviews thoughtfully.
Investigate and explain why religions and worldviews matter.
Enquire into and interpret ideas, sources and arguments
Evaluate questions and arguments personally and critically.
| Consider and apply their own and others ideas thoughtfully in different forms including reasoning, music art and poetry.
Apply ideas from religions and world views thoughtfully.
Investigate and explain why religions and world views matter.
Enquire into and interpret ideas, sources and arguments.
Explain how religious beliefs shape the lives of individuals and communities.
Evaluate questions and arguments personally and critically.
| Consider and apply ideas and ways in which diverse communities can live together for the well being of all.
Apply ideas about religions and worldviews thoughtfully.
Investigate and explain why religions and world views matter.
Enquire into and interpret ideas, sources and arguments.
Explain how religious beliefs shape the lives of individuals and communities
Evaluate questions and arguments personally and critically.
Explore some ultimate questions that are raised by human life. |
Subject specific vocabulary
| Diwali, Easter, Eid-Ul-Fitr, Guru Nanak, birthday, Sukkot, Passover, Identity, relationship Friends, Muslim, faith, place special, visit, church, Bible, cross, Hindu Gandhi, stories, Muhammad, Good Samaritan, gift, poor, friendship Mosque
| Muhammad, Prayer mat, ‘Eid Mubarak’ (Happy festival), Subha (Prayer beads), Qur’an, Mosque, Christening, Dedication, Font, Priest, Bible, Prayer, Worship, Cross, Church, Guru Granth Sahib, Guru Nanak, Guru Gobind Singh, 5 K’s, Khalsa, Gurdwara, Amrit, Rakhi, Shabbat, Bible, Qur’an, Kippur, Mezuzah, Kiddush cup, Murti, Cross, Buddha statue, Reincarnation, Karma, Puja, Murti, Krishna
| Lent, Ash Wednesday, Palm Sunday, Good Friday, Easter Sunday, Communion, Resurrection, Fasting, Ramadan, Eid Ul Fitr, Shrove Tuesday, Bible, Gospel, Parable, Sacred, Apostle, Disciples, Samaritan, Prodigal, Qur’an, Shrimad Bhagwad, Guru Ganth Sahib, Tipitaka, Torah, Vedas, Adam (Arabic - Aadam), Eve (Arabic – Haawa), Vishnu, Brahma, Kwanzaa, Umoja (Unity), Nia (Purpose), Kuumba (Creativity), Imani (faith) | Christmas, Advent, Diwali, Hanukah, Hanukiah, Menorah, Diva, Rama, Sita, Hanuman, Dreidel, Psalm, Topi, Tasbih, Communion, Mass, Allah, Qur’an, Bible, Brahman, Brahma, Vishnu, Shiva, Holi, Prahlad, Omniscience, Krishna, Torah, Tenakh, Synagogue, Bimah, Ark, Yad, Sukkot, Shabbat; Kiddush cup, Jesus, Parables, Buddha, Pharisee, Bible Tipitaka, Khanda, Nishan Sahib, Kesh, Kangha, Kara, Kachera, Kirpan, Guru Granth Sahib, Hukamnama, Gurdwara | Bible, Parable, Proverb, Commandment, baptism, communion, Eucharist, The Lord’s Prayer, Sacred, Lectern, Palm Sunday, The Last Supper, Procession, Eucharist, Holy Week, Maundy Thursday, Easter, crucifixion, resurrection, Arti, Aum, Ganesh, Mandir, Murti, Prasad, Puja and Puja Tray, Deity, Mandir, Temple, incense, Nikkah, Walima, Mahr, Saptapadi, Griha Pravesh, Griha Pravesh, Mangalfera, Shilarohana, Aashirvaad, Kanyadaan, Mosque, Church, Gurdwara, Mandir, Synagogue, Buddhist Vihara, Canticle, Pandurang Shastri Athavale, Vedas, Saint, Sainthood, St Francis | Shahadah, ‘Bishmillah al-Rahman al Raheem’, The Hadith, The Qur’an, Laylat al-Qadr, Tsagone, King Bersaf, Bible, Old and New Testament, Gospels, Matthew, Luke, Epiphany, Baboushka, Advent, Christingle, priest, vestments, penitence, Temptations, Adam and Eve, Jonah, Nineveh, Yom Kippur, Bilal, Buddha, Jesus Christ, Tithing, Charity, Zakat, Widows mite, compassion, Jesus the healer, prayer, Allah, Ka’ba, Brahman, Vishnu, Shiva, Brahma, Deities, Murti’s, Mool Mantra, Trinity, El Shaddai: “God Almighty | Pyre, dharma, karma, ganga, atam, resurrection, rebirth, reincarnation, paradise, heaven, moska, paradise, Passion plays, Shrove Tuesday, Mardi Gras, Orthodox Church, Icon, liturgical colours, Ramayana, Denominations, Church of England; Catholic; Methodist; Baptist; Salvation Army; Pentecostal; Evangelical Church, Font, altar, pulpit, lectern, hassocks, chalice, pattern, baptistry, prayer beads, show rack, wudu, Mihrab, Mimbar, Madrassah, Minaret, qiblah wall, atheist, agnostic, dome, sunni, shia, humanist, Eid-ul-Fitr, Eid-ul-Adha, Christmas, Easter, Resurrection, Hajj, Sacrifice, Fast, Commemoration, Ramadan, Lent, non-denominational, Crucifixion, resurrection, gospels, denial, trial, Apostles, Thomas, Apostles, Emmaus, Mary Magdalene, Ascension, Holy Spirit, Pentecost, Passion plays, Shrove Tuesday, Mardi Gras, Orthodox Church, Ramayana |