At Bricknell Primary School, the teaching of Religious Education (RE) has been carefully considered to enable our pupils to become confident within all areas of RE. We strive to enable our pupils to develop mutual respect and understanding of/for all cultures and religions; gain the skills and maturity to make their own decisions and create their own values; challenge stereotypical views, racism and discrimination and to appreciate difference positively. Our curriculum aims to provide the children with a secure understanding of Religious Education through knowing about and understanding a range of religions and worldviews and learning to see these through the disciplines of Theology, Philosophy and the Social Sciences. We are committed to developing our children’s awareness, understanding and respect for all cultures and religions.
At Bricknell, our curriculum is based on the Hull and East Riding Syllabus for RE, alongside this our RE subject leader has carefully worked to create a Progressive Skills Document where objectives for each year group are progressively mapped out to ensure our pupils are given the acquired skills and knowledge the further their education journey into KS3.
Our aim is to provide inclusive and aspirational environments and learning experiences where pupils thrive and build the cultural capital they need to make aspirational choices about their own futures, overcoming any barriers. In order to achieve this, our curriculum is underpinned by the principles highlighted in our Aspiration Curriculum.
Bricknell Aspiration Curriculum
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Within the RE Progressive Skills Document, our progressive objectives identify what pupils should know by the end of each year group and link to prior learning. These enable teachers to identify and plug gaps in pupil’s knowledge and skills. Within each subject, pupils will develop a deep understanding of key concepts and second order concepts. These key concepts have been carefully considered and identified as the core knowledge, skills, behaviours and attitudes required to successfully achieve in all areas of life. The Key concepts are revisited and developed as the pupils move through the school to ensure the knowledge, skills, behaviours and attitudes are firmly embedded within the long term memory. These key concepts compliment work carried out across the school in line with the Aspiration Curriculum. The expectation is that, by the end of Primary School, children will know and understand these key concepts and have the ability to be socially and emotionally equipped to enter KS3.
In addition to first order concepts, the subject leader has identified subject specific second order concepts. These can be used across all aspects of a subject to organise the substantive knowledge, skills, behaviours and attitudes taught.
A range of these ideas are explored through each RE unit:
Stories (Holy Books)
Second order concepts:
These can be used across all aspects of RE to organise the substantive knowledge taught:
By the end of EYFS, children will:
Consider what makes them unique and special.
Look at different festivals (Christmas, Easter, Harvest, Eid, Diwali, Chinese New Year) and explore food and clothes linked to them.
Introduce and use multi-syllabic vocabulary, such as religion, community, Christian.
Listen to longer stories, remembering much of what happens.
Read stories from religious traditions. For example: A wet and windy Harvest for Puddles, Puddles and the Christmas Play, together with The Tiny Ants and Seven New Kittens adapted from traditional Muslim stories (Gill Vaisey, www.booksatpress.co.uk)
Explore places of prayer, worship and reflection and talk about what happens there.
Talk about people who are special to us, who belongs to our family and look at photos. Celebrate belonging to a family and community, birthdays and naming ceremonies, meeting and talking with faith members from the community.
Show care and concern for each other and the people in the community who help us.
Explore the natural world and respond to questions such as What makes the world a wonderful place? Model and encourage responses to ‘why’ questions such as ‘Why should we look after the world?’
By the end of key stage 1, children will:
Describe what happens at festivals, ceremonies and rituals and talk about the beliefs behind them. (Y1)
Tell of the ways people express identity in belonging to a faith group and show how they are similar to another faith group. (Y1)
Talk about what happens in places of worship and describe how symbols and artefacts are used in each, appreciating some similarities and differences. (Y1)
Retell and suggest meanings for some religious and moral stories and say how they influence people today. (Y1)
Consider and make responses to big questions from different worldviews. (Y1, Y2)
Express ideas and opinions about moral questions of right and wrong. (Y2)
Share ideas and examples of cooperation between people who are different. (Y2)
Recall different beliefs and practices, naming key words, key figures and core beliefs. (Y2)
By the end of key stage 2, children will:
Describe and show understanding of links between different sacred texts and how those faith teachings influence communities and society today. (Y3, Y5)
Express understanding of the key concepts underpinning different faiths, linking sources of authority to belief. (Y3, Y4, Y5, Y6)
Make connections between the beliefs that underpin different celebrations, forms of worship, pilgrimages and rituals. (Y3, Y5, Y6)
Consider and apply ideas about ways in which diverse communities can live together for the wellbeing of all, responding thoughtfully to ideas about community, values and respect. (Y4)
Demonstrate understanding of how people of faith express their identity and their spirituality through symbols and actions. (Y4, Y5, Y6)
Articulate the responses of different religions and non -religious worldviews to ethical questions, including ideas about what is right and wrong and what is just and fair. (Y4, Y6)
Offer some answers to ultimate questions from different religious and non-religious perspectives. (Y4, Y6)
Show understanding of the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable. (Y5)
Any child working below their age-related expectation, will receive a tailored curriculum with personalised objectives taken from the Curriculum Assessment Toolkit. This will enable all children to build the skills and knowledge needed to bridge the gap between themselves and their peers enabling them to reach their full potential.
At Bricknell Primary School, our curriculum is carefully mapped out into a Long-Term Plan by our highly skilled subject coordinator. This enables links between subjects to be identified and carefully planned for to support pupil’s retention of knowledge, skills, behaviours and attitudes.
Within RE, the academic year is broken down into three units, per year group, across the year with an additional progressive unit covering Easter and Christmas.
Reflection and questioning is an integral aspect of the RE lesson and opportunities for questioning and reflection may arise at different points in the lesson.
In addition to the discrete, weekly RE lessons, all pupils will be included in collective assemblies where visitors from local faith communities are invited into school and a range of festivals and celebrations discussed. Children will also be provided with opportunities to take part in whole-school celebrations based around Christmas, Easter and Harvest.
A wide range of strategies are used to measure the impact of our RE curriculum.
In EYFS, staff professional judgements are valued. Assessments are formative so that they quickly make a difference to children’s learning. They inform the provision of activities and experiences which develop children’s skills and knowledge as well as giving opportunity for further practise. We record WOW moments on Tapestry and build up a detailed picture of each child using a Child on a Page document.
In KS1 and KS2, our teaching sequence allows children to respond to a ‘Big Question’ to assess the knowledge absorbed into the long term memory of pupils. Formative Assessments are also carried out by teachers after each lesson which will allow them to inform future planning. Additionally, summative assessments are carried out by using an internal assessment tool. As a result of these assessment tools, pupil’s misconceptions or gaps in subject knowledge, skills, behaviours and attitudes are addressed and additional teaching and support is provided.
Our Subject Leader will also monitor the effectiveness of the RE curriculum through carrying out regular subject 360 evaluations. These evaluations are quality assured by the Curriculum Lead, Senior Leadership and Governors.
The effectiveness of RE is also monitored through pupil and parental voice throughout the course of the year.