Shurdington C of E Primary School

RE

Curriculum Documents

	RE Intent, Implementation and Impact	[pdf 790KB]
	RE Knowledge and Skills Progression overview	[pdf 871KB]
	RE Overview	[pdf 579KB]
	RE Vocabulary Progression	[pdf 113KB]
	RE Knowledge Stems	[pdf 2MB]

RE Intent

Shurdington Church of England Primary School has a strong reputation for Religious Education, being awarded ‘Good’ in the last SIAMs. The latest Ofsted report said

‘They make strong progress in (science and) RE, where teachers plan tasks which pupils help pupils to develop and apply their knowledge.’ June 2019

The intent of our RE curriculum is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.

RE Implementation

RE is a highly valued subject of the curriculum and as a C of E school we follow the Gloucestershire Agreed syllabus and the Understanding Christianity syllabus.

The teaching and learning approach has three core elements, which are woven together to provide breadth and balance within teaching and learning about religions and beliefs. The three elements are Making sense of beliefs, Making connections and understanding the impact.

RE aims

To make sense of a range of religious and non-religious beliefs
To understand the impact and significance of religious and non-religious beliefs:
To make connections between religious and non-religious beliefs, concepts, practices and ideas studied,

RE is taught weekly across the school, 1 hour in KS 1 and 1 ½ hours in KS2. This is supported by RE days taught in mixed age groups across the school.

As a school we have followed the Gloucestershire Agreed Syllabus guidance and teach the following religions,

EYFS- Children will encounter Christianity and other faiths, as part of their growing sense of self, their own community and their place within it.
KS1-Christianity, Judaism and Islam.
KS2- Christianity, Judaism, Hinduism and Islam.

We study one religion at a time (‘systematic’ units), and then including ‘thematic’ units, which build on learning by comparing the religions, beliefs and practices studied.

Each year group has 6 units to teach over the academic year.

EYFS- 3 on Christianity and 3 mixed faith comparisons.

Year 1- 2 on Judaism, 2 on Christianity and 2 mixed faiths comparisons.

Year 2 – 3 on Christianity, 2 on Islam and 1 mixed faith comparison.

Year 3 – 3 on Christianity, 1 on Islam, 1 on Judaism and 1 mixed faith comparisons.

Year 4 – 3 on Christianity, 2 Hinduism and I mixed faith comparisons.

Year 5- 3 on Christianity, 1 on Islam, 1 on Judaism and I mixed faith comparison.

Year 6 – 3 on Christianity, 1 on Hinduism and 2 mixed faith comparisons.

For each unit the class teacher provides an Overview to go in the children’s book (see the end of the document.)

This includes objectives to be taught in the unit and key vocabulary. As the unit is explored the children write definitions of the key words to develop the children’s religious literacy.

Each unit starts and ends with a quick assessment task using a Bell activity (see end of the document). The grid includes key facts that the children learn over the term and are tested on twice a week.

RE Impact

The impact of the RE curriculum will be measured through our Knowledge Stems, book looks, learning walks, working walls and end of unit assessments where the children are identified whether they are working below, at or above the units objectives.