Religious Education Curriculum Statement
In RE we intend our curriculum will allow the staff and pupils to:
Brave - Be brave enough to ask difficult questions and express thoughts through I wonder questions.
Legacy - Explore the legacy and impact of religious texts and beliefs on individuals, communities, and the world.
Universal -Know that everyone of all faiths and no faith should be respected and feel accepted.
Excellence - Value ourselves and others and our beliefs, work hard and take pride in our work
Spiritual - Take time to develop our beliefs and understand other people’s beliefs to develop ourselves as spiritual beings.
Engage and enquire - Children will engage with the key concept being taught and relate it to their own and other people’s experiences.
Explore and make sense - of religious stories, texts and religious beliefs.
Explore and understand the impact - for the believer, examining ways in which people respond to religious texts and teachings, and how they live their beliefs and put their beliefs into action indifferent communities and in the world.
Explore and make coevaluating, reflecting on and connecting the texts and concepts studied, and discerning possible connections between these and pupils’ own lives and ways of understanding the world.
Evaluate and review - pupils and teachers understanding learning in a variety of ways, including revisiting the topic page, key vocabulary exploration and assessment, review activities, using the quotes questions and reflections book, revisiting the key question and at the end of the unit revisiting the LSA (low stakes assessment).
Express and reflect - what they have learned and understood in a variety of ways. Ask questions to develop their understanding. Reflect on the impact for them.
Youthful -Explore lessons and learning about religion with interest and wonder. Exploring ideas and being keen to find out more about ourselves and others.
Golden threads by age
I can talk about something interesting in a story or in the world around me
I can talk about the meaning in a story, including a religious story, and about any questions it raises
can remember something that happens in a faith story
I can tell a faith story and say why it might be important to a believer
I can describe what believers might learn from a religious story about God or living
I can explain some key beliefs / teachings of a religious group, linking these to texts and saying what they tell believers about God or how to live their lives
I can recognise something a person is doing because of their religion e.g. praying
I can talk about something religious people do together as part of their worship in a religious building
can describe some things religious people do as part of their faith that are the same and some that are different
I can use a wide religious vocabulary to compare the practices and ways of life in different faiths or denominations
I can talk about things that happen to me
I can ask respectfully about what happens in groups my friends or others belong to, including a faith group
I can compare some things that influence me with those that influence other people, including religious believers
I explore and ask about the diverse groups people belong to in society, as a result of heritage, choices or beliefs, and the challenges of a particular religious identity
can talk about what is important or special to me
I can talk about what is important to others, including religious believers, and ask respectfully about why
can link things that I, and others, value, with the way we choose to think and behave
I can discuss some of the benefits and problems of holding strong values and commitments, including those of a religious or non-religious nature
EYFS I can recognise an object, picture or word that is important to a religious person
Years 1 and 2 I can say what a religious symbol stands for, or what some art, music or words are about for a believer
I can describe some different ways people show their beliefs using religious words, art or symbols
I can express religious beliefs, ideas or feelings in the kind of style used by believers and explain what I am trying to convey