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Heartwood CE VC Primary and Nursery School
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We are religious educationalists...

Schooling deprived of religious insights is wretched education

                                                                                                          Russell Kirk

 

At Heartwood, we believe that the purpose of RE is about religious literacy and aim to help pupils hold balanced and well-informed conversations about religion and belief. Consequently, RE intends to promote religious understanding and respect and to challenge prejudice, discrimination and stereotyping. We follow the Norfolk Agreed Syllabus (2019) and children in Years 1 to 6 (Years 1 to 4 at present) use the enquiry approach to answer five ‘Big Questions’ each academic year. Each unit of work has a main focus of theology, philosophy or human/social sciences:

 

Year groupEnquiry OneEnquiry TwoEnquiry ThreeEnquiry FourEnquiry Five
Reception

Why is the word God so important to Christians?

Christian

Why do Christians perform nativity plays at Christmas?

Christian

 

Why do Christians put a cross in an Easter garden?

Christian

 
Year OneWhat do my senses tell me about the world of religion and belief? Christian, Hindu, JewishHow does a celebration bring a community together? Muslim, ChristianWhat do Jewish people remember on Shabbat? JewishWhat does the cross mean to Christians? ChristianHow did the universe come to be? Hindu, Christian
Year TwoWhy is light an important symbol for Christians Jews and Hindus? Christian, Jewish, HinduWhat does the nativity story teach Christians about Jesus? ChristianHow do Christians belong to their faith family? ChristianHow do Jewish people celebrate Passover (Pesach)? JewishWhy do people have different views about the idea of God? Multi/Humanist
Year ThreeHow do people express commitment to a religion/ worldview in different ways? Hindu or Jewish/Sikh/ ChristianWhat is the Trinity? ChristianWhat is philosophy? How do people make moral decisions? Christian/HumanistWhat do _____ believe about God? MuslimWhat difference does being a _____ make to daily life? Muslim
Year FourWhere do religious beliefs come from? ChristianWhat do we mean by truth? Is seeing believing? Multi, including Sikh views on God as truthHow do/have religious groups contribute to society and culture? Hindu/ChristianWhy is there so much diversity of belief within _____? Christian Includes some theological aspectsWhat does sacrifice mean? Multi/Humanist
Year FiveIs believing in God reasonable? Multi/HumanistHow has belief in _____ impacted on music and art through history? Christian/MuslimWhat can we learn about the world/knowledge/ meaning of life from the great philosophers? Buddhist/ChristianWhat difference does the resurrection make to Christians? ChristianHow do ____ make sense of the world? Hindu
Year SixHow and why does religion bring peace and conflict? MultiHow do _______ explain the suffering in the world? BuddhistWhat does it mean to be human? Is being happy the greatest purpose in life? Humanist/ChristianCreation or science: conflicting or complementary? Christian/HumanistHow do beliefs shape identity for ______? Muslim (prepare for KS3)

 

As a Church School, we ensure that at least 51% of the RE curriculum taught is Christianity, but often more than this. The demographic of our school shows that many of our community have no religious beliefs and therefore we teach Humanism as a reference to living a good life with human values at the centre.

 

Enrichment

We have days throughout the year for children to explore concepts in more detail: creation, salvation and incarnation. We believe that our children at Heartwood learn best through first hand experiences and we encourage visitors and visit throughout the year and also include Godly play in each unit of work.

We have a strong partnership with St. Peter and St. Paul’s Church and have created an annual enrichment timetable:

 

Covid Recovery

In response to the potential impact of the pandemic on Religious Education, we have days throughout the year that are focused on theology – teaching the children knowledge of particular religions/worldviews, so that they have secure knowledge and are then able to compare, contrast and delve deeper into the philosophy and human/social sciences aspects.

 

Making a Difference

 

How we teach Religious Education

We teach RE through the Enquiry Process; Engage, Enquire, Explore, Evaluate, Express.

 

 

Early Learning Goals

ELG: People, Culture and Communities: Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;

ELG: Listening, Attention and Understanding: Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions; - Make comments about what they have heard and ask questions to clarify their understanding;

ELG: Speaking: Express their ideas and feelings about their experiences using full sentences, Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;

Learning about Christianity and Hinduism

Pupils begin to explore religion and worldviews in terms of important people, times, places and objects, as well as visiting places of worship. Pupils listen to, and talk about, religious stories which may raise puzzling and interesting questions. They are introduced to specialist words and use their senses in exploring religious beliefs, practices and forms of expression.

Nursery Progression Overview

Ways of Knowing

Knowledge

Vocabulary

Arriving in Reception able to…

I can re-enact stories based on religious stories, through my play

I can ask questions when sharing religious stories

I can say what is important to me

I show care for living things

I respect that people are different

 

I know I live in a community and I go to school in Swaffham

I know what a Church is

I know and respect people are different

I know how to show care for living things

I know we say a prayer to say thank you to God

I know Christmas is a celebration of the birth of Jesus

I know that Heartwood is a Church school

God

Jesus

Church

  • Able to use key philosophical vocabulary

Reception Progression Overview

Ways of Knowing

Knowledge

Vocabulary

Arriving in Year 1 able to…

I can re-enact stories based on religious stories, through my play

I can ask questions when sharing religious stories

I can say what is important to me

I listen and respond to the local Clergy

I can show, through a conversation or play, what Christians believe, important festivals and important symbols to them.

I show care for living things

I respect that people are different

 

I know I live in a community and I go to school in Swaffham

I know what a Church is

I know and respect people are different

I know how to show care for living things

I know we say a prayer to say thank you to God

I know Christmas is a celebration of the birth of Jesus

I know Easter is a celebration of Jesus’ life and this is when he died

I know Heartwood is a Church school and that Christian’s believe in God

I know that the first Christmas was when Jesus was born

I know Jesus is the son of God

I know the special book for Christians is the Bible

I know Christians eat special food at Easter and Christmas

I know the cross is an important symbol

I know different people celebrate different things

I visit the local Church

God

Jesus

Church

Christmas

Christians

Easter

Bible

Cross

Diwali

Hindu

  • Able to use key philosophical vocabulary
  • Able to talk about their own beliefs

Year 1 Progression Overview

Ways of Knowing

Knowledge

Vocabulary

Arriving in Year 2 able to…

  • Recall features of religious, spiritual and moral stories
  • Recognise and name features of religions and beliefs.
  • Ask questions about believing in God
  • Recognise religious symbols and images and begin to suggest what they mean
  • Retell some religious stories suggesting what it might mean.
  • Recognise features of religious life and practice
  • Identify aspects of own experience and feelings, in religious material studied
  • Identify things they find interesting or puzzling, in religious materials studied
  • Identify what is of value and concern to themselves, in religious material studied.

Christianity

  • Introducing the concepts of Creation and God
  • The life and teachings of Jesus.
  • The Bible as a sacred text for Christians and its different genres.

 

Judaism

  • The concept of One God
  • The Torah as the five books of Moses, written in Hebrew.
  • The different genre contained within the first five books.
  • Narratives about the lives of Jewish descendants.

Creation

God

Sacred

Christian

Torah

Hebrew

  • Able to use key philosophical vocabulary
  • Able to make links between belief and behaviour through analysis
  • Able to reflect on their own beliefs

Year 2 Progression Overview

Ways of Knowing

Knowledge

Vocabulary

Arriving in Year 3 able to…

  • Retell religious, spiritual and moral stories.
  • Identify how religion and belief is expressed in different ways.
  • Identify similarities and differences in features of religions and beliefs.
  • Recognise that some questions about life are difficult to answer.
  • Ask questions about their own and others’ feelings and experiences.
  • Identify possible meanings for symbols
  • Retell religious stories and identify some religious beliefs and teachings.
  • Identify some religious practices, and know that some are characteristic of more than one religion.
  • Suggest meanings in religious symbols, language and stories.
  • Respond sensitively to the experiences and feelings of others, including those with a faith.
  • Realise that some questions that cause people to wonder are difficult to answer.
  • Respond sensitively to the values and concerns of others, including those with a faith, in relation to matters of right and wrong.

Christianity

  • Introducing the concepts: incarnation, and salvation.
  • The local church(es), symbolism and artefacts as expressions of Christianity.

 

Judaism

  • Shabbat and the importance of the home and family life
  • The role of festivals which connect with Jewish history.
  • The synagogue and varying ceremonies that take place within it.

 

Sikhism

  • The life and teachings of Guru Nanak.
  • The Guru Granth Sahib as a living Guru.
  • Introduction to The Mool Mantra.
  • The gurdwara, langar and 5Ks
  • The role of festivals and ceremonies such as Baisakhi and Amrit.

Incarnation

Salvation

Symbol

Shabbat

Synagogue

Sukkot

Guru

Baisakhi

Amrit

 

 

 

  • Able to use key philosophical vocabulary
  • Able to make links between belief and behaviour through analysis.
  • Able to ask relevant questions.
  • Able to decide on appropriate information.
  • Able to interpret meaning from research
  • Able to notice similarities and differences through analysis.

Year 3 Progression Overview

Ways of Knowing

Knowledge

Vocabulary

Arriving in Year 4 able to…

  • Identify the impacts of beliefs and practices on people’s lives.
  • Make connections between beliefs, stories and practices.
  • Identify similarities and differences between religions and beliefs.
  • Ask significant questions about religions and beliefs.
  • Describe and suggest meanings for symbols
  • Describe how some features of religions studied are exemplified in festivals and practices.
  • Make links between religious practices and the beliefs or ideas that underlie them.
  • Compare aspects of their own experiences and those of others, identifying what influences their lives.
  • Compare their own and other people's ideas about questions that are difficult to answer.
  • Make links between values and commitments, including religious ones, and their own attitudes or behaviour.

Christianity

  • Developing understanding of Creation and Fall and God (Trinity),
  • Knowledge about the church, worship and important festivals.
  • The life and teachings of Jesus.
  • The impact of Christian teachings on daily life and the varying expressions of prayer.

 

Islam

  • Concepts: Tawhid, Creation, Prophethood, Revelation, Khalifah and Akirah.
  • The life and teachings of the Prophet Muhammad and the Six Articles of Sunni Belief.
  • The masjid, the Five Pillars of Islam and the three main Muslims traditions (Sunni, Shia, Sufi).
  • The importance of Ramadan, the two Eid festivals and Jummah prayers.

 

Judaism

  • Concepts: One God, The Covenant, Mitzvot, Atonement.
  • Importance of the Shema
  • Narratives associated with the development of the Jewish tradition.
  • Importance of festivals for the Jewish community such as Yom Kippur.
  • Symbolism and artefacts used by some Jewish people at festivals and in rituals.
  • The importance and role of Shabbat and reading of the Torah

Creation

Trinity

Tawhid

Revelation

Khalifah

Akirah

Ramadam

Eid

Mitzvot

Atonement

Shema

Shabbat

Torah

  • Able to use key philosophical vocabulary.
  • Able to distinguish between different faiths.
  • Able to explain concepts, rituals and practices.
  • Able to ponder on feelings, relationships, beliefs and practices.
  • Able to suggest meanings of religious texts.
  • Able to consider the thoughts and feelings of others.

 

Year 4 Progression Overview

Ways of Knowing

Knowledge

Vocabulary

Arriving in Year 5 able to…

  • Describe the impact of beliefs and practices on individuals, groups and communities.
  • Comment on connections between questions, beliefs, values and practices.
  • Describe similarities and differences within and between religions and beliefs.
  • Suggest answers to some questions raised by the study of religions and beliefs.
  • Describe the key beliefs and teachings of the religions studied, making some comparisons between religions.
  • Show understanding of the ways of belonging to religions and what these involve.
  • Show, using technical vocabulary, how religious beliefs, ideas and feelings can be expressed in a variety of forms, giving meanings for some symbols, stories and language.
  • Ask questions about the significant experiences of key figures from religions studied and suggest answers from own and others' experiences, including believers.
  • Ask questions about puzzling aspects of life and experiences and suggest answers, making reference to the teaching of religions studied.
  • Ask questions about matters of right and wrong and suggest answers that show understanding of moral and religious issues.

Christianity

  • Developing understanding of Incarnation and Salvation.
  • The life and teachings of Jesus.
  • Ethical theory, including the importance of love and forgiveness within Christian tradition.
  • Cultural expressions of the Christian faith and the role of the Christian community in charity work.

 

Islam

  • Introducing ethical theory.
  • Muslim perspectives on moral issues, including the idea of ‘intention’.
  • Diversity of expression, customs and practices within Islam and their impact on daily life.

 

Hinduism

  • Concepts: Brahman, Ataman, Avatars, Ahimsa, Samsara and Karma.
  • The oral tradition and the Vedas, different genre and interpretations.
  • Examples of teachings of Hindu teachers.
  • Examples of events and experiences which have impacted on Hindu beliefs.
  • Introduce moral issues and consider the consequences of action in relation to karma.
  • Moral and values expressed in Hindu stories.

 

Sikhism

  • Stories from the life of Guru Nanak (janamaskhis)
  • Concepts: Ik Onkar, Equality, hukam and Samsara.
  • The life and teachings of the 10 Gurus
  • The Guru Granth Sahib, including its compilation and diversity of contents.
  • The diversity of practice including the Gurdwara, festivals and ceremonies such as Amrit.
  • Global importance of Amrtisar and the Golden Temple.

Incarnation

Salvation

Ethis

Brahman

Ataman

Avatars

Samsara

Karma

Vedas

Ik Onkar

Equalitu

Hukam

Samsara

Gurdwara

Amrit

 

  • Able to use key philosophical vocabulary.
  • Able to analyse information to draw our essential ideas.
  • Able to reposnd to religious issues through a variety of media.
  • Able to ponder on feelings, relationships, beliefs and practices and share their thoughts.
  • Able to interpret religious language.

 

Year 5 Progression Overview

Ways of Knowing

Knowledge

Vocabulary

Arriving in Year 6 able to…

  • Explain connections between questions, beliefs, values and practices in different belief systems.
  • Recognise and explain the impact of beliefs and ultimate questions on individuals and communities.
  • Explain how and why differences in belief are expressed.
  • Suggest lines of enquiry to address questions raised by the study of religions and beliefs.
  • Suggest answers to questions raised by the study of religions and beliefs, using relevant evidence.
  • Recognise and explain diversity within religious expression, using appropriate concepts.
  • Explain how some beliefs and teachings are shared by different religions and how they make a difference to the lives of individuals and communities.
  • Make informed responses to questions of identity and experience in the light of their learning.
  • Make informed responses to people's values and commitments (including religious ones) in the light of their learning.
  • Consider which beliefs and practices are significant in their own lives

Christianity

  • The life and teachings of Jesus.
  • Key teachings from important Christian thinkers.
  • The work of one key Christian philosopher
  • How events in society have influenced Christian beliefs.

 

Islam

  • Key teachings from important Muslim teachers.
  • The impact of the spread of Islam.
  • How experiences have impacted on belief.
  • The Qur’an and Hadith as sources of authority, different genres and the value of recitation.

 

Judaism

  • Importance of reading the Torah out loud.
  • Key teachings from important Jewish teachers

 

Buddhism

  • The varying beliefs about God.
  • The Jakata tales, Tipitaka and Metta Sutta.
  • Key writings of Buddhist teachers.
  • Links between suffering and the Four Noble Truths.
  • Meditation and study, festivals and pilgrimage and symbolism.

Qur’an

Jakata

Tipitaka

Metta Sutta

Meditation

Pilgrimage

 

  • Able to use key philosophical vocabulary.
  • Able to think and speak carefully about religious and spiritual topics.
  • Able to distinguish between key features of different faiths.
  • Able to know what information may be appropriate and apply this to different contexts.
  • Able to see the world through someone else’s eyes.
  • Able to debate issues of religious significance using evidence to share their thoughts.

 

Year 6 Progression Overview

Ways of Knowing

Knowledge

Vocabulary

Arriving in Year 7 able to…

  • Use religious and philosophical terminology and concepts to explain religions, beliefs and value systems.
  • Explain some of the challenges offered by the variety of religions and beliefs in the contemporary world
  • Explain the impact of beliefs and ultimate questions on individuals and communities.
  • Explore the meanings of big moral concepts
  • Explain the reasons for, and effects of, diversity within and between religions, beliefs and cultures.
  • Identify the influences on, and distinguish between, different viewpoints within religions and beliefs.
  • Interpret the significance and impact of different forms of religious and spiritual expression.
  • Make comparisons between the key beliefs, teachings and practices of the Christian faith and other faiths studied, using a wide range of appropriate language and vocabulary.
  • Explain in detail the significance of Christian practices, and those of other faiths studied, to the lives of individuals and communities.
  • Compare the different ways in which people of faith communities express their faith.
  • Discuss and express their views on fundamental questions of identity, meaning, purpose and morality related to Christianity and other faiths. .
  • Make informed responses to people's values and commitments (including religious ones) in the light of their learning by using different techniques to reflect deeply

Christianity

  • The life and teachings of Jesus linked to sources of authority such as the Bible, creeds, tradition and different genres and interpretations.
  • Christian perspectives on moral issues.

 

Hinduism

  • Sanatan Dharma, the diversity of practice and expression and festivals.
  • The impact of ahimsa, dharma and karma on daily life and beyond.

 

Buddhism

  • Concepts: the Buddha, Four Noble truths, the cycle of birth, death and rebirth, and the Five Precepts.
  • How Buddha’s experience impacted on beliefs.
  • Buddhist perspectives on moral issues and consideration of the consequences of action in relation to karma.
  • The importance of looking after the environment.

 

Humanism

  • Concepts: Atheism, agnosticism, rationalism, One Life, and Happiness.
  • Examples of writings of Humanist thinkers.
  • Diversity of Humanist thought.
  • Importance of evidence.
  • Absence of sacred texts and divine rules.
  • Introducing ethical theory such as utilitarianism.
  • Examples of the writing of a Humanist philosopher.
  • Importance of evidence and reasoning in Humanist thought.
  • Humanism as a philosophy or life stance.
  • Diverse practice in relation to ceremonies and cultural festivals.
  • The importance of the natural world and caring for the environment.
  • The importance of the arts and sciences.
  • The importance of love and relationships.

Creed

Sanatan Sharma

Ahimsa

Sharma

Karma

Atheism

Agnosticism

Rationalism

Humanist

Utilitarianism

  • Able to use key philosophical vocabulary.
  • Able to think and speak carefully about religious and spiritual topics and see the world through someone else’s eyes.
  • Develop imagination to be able to identify feelings.
  • Able to distinguish between key features of different faiths and compare and contrast the beliefs and practices.
  • Able to make links between religion and human experiences.
  • Able to know what information may be appropriate and apply this to different contexts using it to draw conclusions making reference to different views.
  • Able to debate issues of religious significance using evidence to share their thoughts and contrast these with others.

 

Implementation

 

 

 

Lest We Forget

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