Religious Education

Religious Education – curriculum map

Religious Education provokes challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.  We want our children to understand and appreciate our world and the people that live in it. We want RE to enable all children to understand and celebrate each other’s differences as well as share and discover their similarities. Children will be taught the vital knowledge needed so that they can appreciate and celebrate diversity, show respect and work cohesively together as one community. Children should feel confident to challenge stereotypes and misconceptions about themselves and others. All children will have the opportunity to learn through first hand experiences and be provided with memories that will shape their lives today and in the future.

   

What Religious Education is taught at Teignmouth?

This is an overview of what the year groups will cover based on the Devon and Torbay agreed Syllabus.

Reception – Christianity and some other faiths as part of their understanding of their local community

KS1 – Christianity, Islam, Judaism

KS2 – Christianity, Islam, Hinduism and Judaism.

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
EYFS Harvest Celebrations

 

Being special: where do we belong?

Guy Fawkes

Diwali

Christmas

Why is Christmas special for Christians?

Chinese New Year

 

Which places are special and why?

 

Mothering Sunday

Easter

Why is Easter special for Christians?

Which places are special and why?

Which stories are special and why? Father’s Day

Why is the word God so important to Christians?

 

Year 1/2

 

Harvest Festival

What do Christians believe God is like?

 

Guy Fawkes

Diwali

Christmas

 

Why does Christmas matter to Christians?

 

 

Who is Muslim and how do they live? Mother’s Day

Easter

Why does Easter matter to Christians?

Shavout

Who is Jewish and how do they live?

 

Who do Christians say made the world?
Year 3 What do Christians learn from the creation story? What do Hindus believe God is like?

What does it mean to be Hindu in Britain today?

How do festivals and worship show what matters to Muslims? Why do Christians call the day Jesus died ‘Good Friday’? How do festivals and worship show what matters to Jewish people? How and why do people try to make the world a better place?
Year 4 What do Christians learn from the creation story? What do Hindus believe God is like?

What does it mean to be Hindu in Britain today?

What kind of world did Jesus want? How and why do people mark the significant events of life? (Hindu, Christian, Jewish and non-religious) How do festivals and worship show what matters to Muslims? How and why do people try to make the world a better place?
Year 5/6  

 

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

Why do Hindus want to be good? Creation and science: conflicting or complimentary?  

 

Why is the Torah so important to Jewish people?

How does faith help people when life gets hard?

 

Find out about how the dead are remembered and celebrated in the Day of the Dead festival and compare to other religions and cultures.

Why do some people believe in God and some people not?

Making Sense of Beliefs – Identifying and making sense of core religious and non-religious beliefs and concepts.

Making Connections – evaluating, reflecting on and connecting the beliefs and practices studied.

Understanding the Impact – Examining how and why people put their beliefs into action in diverse ways.

 EYFS

Making Sense of Beliefs – Children will learn about the similarities and differences between themselves and others.

Making Connections – Children enjoy joining in with family customs and traditions. They can comment and ask questions about the world and why things happen.

Understanding the Impact – Children have a sense of belonging and show interest in the lives of people that are familiar to them.

KS1

Making Sense of Beliefs – All children understand that there are different beliefs and cultures within our school and community. Children can also reflect on their own beliefs and perspective on life.

Making Connections – Children appreciate and celebrate diversity, show respect and work cohesively together as one community.

Understanding the Impact – Children can explore questions about belonging, meaning and truth so that they can express their own ideas and opinions. Children will then be able to understand what difference belonging to a community might make.

KS2

Making Sense of Beliefs – Children understand that there are different beliefs and cultures within their local community and also the wider world.

Making Connections – Children feel confident to challenge stereotypes and misconceptions about themselves and others. Children are empowered to ask questions to ensure they understand the world in which they live and enable them to make a positive contribution in their own and wider community.

Understanding the Impact – Children understand the importance of belonging, how this may be valuable and how this can shape their own lives and those of others.

 

British Values

The British Values are taught each half-term through Religious Education. Teachers will discuss the meaning the British values with the children and begin to develop the children’s understanding of these.

Tolerance, politeness and mutual respect are at the heart of our aims, ethos and R.E curriculum. The importance of rules and laws,

Our pupils are taught to respect the rules in place through different religions.

Individual liberty

Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to utilise these safely.

Democracy

Pupils are listened and are taught to actively to each other, respecting the right of every individual to have their opinions and voices heard.

Mutual respect for and tolerance of those with different faiths and beliefs, and for those without faith. Tolerance, politeness and mutual respect are at the heart of our aims, ethos and R.E curriculum.