Intent

Our R.E and World Views   curriculum develops  deep thinkers who are open-minded about religion and worldviews. Our  curriculum is relevant to pupils, reflecting and preparing them for life in modern Britain. Through the scheme, children will secure a deep understanding of concepts in order to be able to make connections, ask and respond to challenging questions, learn to respect and appreciate worldviews that are different to their own and consider their personal preconceptions, responses and views. Children will build their conceptual knowledge through studying religions and worldviews locally, nationally and globally in our progressive curriculum, enabling them to make links and connections between worldviews, develop disciplinary skills and build on their understanding of their positionality in relation to their learning . By revisiting key ‘big questions’ and building on prior knowledge, pupils will learn about how religion and worldviews are lived experiences across the world, consider the impact of worldviews on society and have opportunities to consider their personal worldviews.

Implementation

Our curriculum has the following three strands running through it:

 ✔ Substantive knowledge (conceptual and worldviews related).

✔ Disciplinary knowledge.

✔ Personal knowledge.

These strands are interwoven across all units to create lessons that build children’s conceptual knowledge and understanding of religion and worldviews (substantive knowledge) and use a range of disciplinary lenses (ways of knowing). Children will also be equipped to explore and express their preconceptions, personal worldviews and positionality (personal knowledge) through varied and engaging learning experiences. Our curriculum follows the spiral curriculum model, where units and lessons are carefully sequenced so that previous conceptual knowledge is returned to and built upon. Children progress by developing and deepening their knowledge and understanding of substantive and disciplinary concepts by experiencing them in a range of contexts. This can be seen in the Religion and worldviews: Progression of knowledge and skills. In EYFS, children begin to talk about the beliefs of their immediate family and community, recognising that people have different beliefs and celebrate special times in different ways. They listen to religious and modern day stories and compare and contrast characters, including figures from the past. Children develop their awareness of religion and worldviews in Key stage 1, focusing on conceptual knowledge through the study of a limited range of religions and worldviews represented in the UK, including Christianity. This will support children in building knowledge they can refer to throughout their learning in Key stage 2 while encountering a greater range of religions and worldviews and considering further the diverse nature of religious and non-religious lived experience. Each unit includes overarching ‘big questions’ which will be revisited throughout key stage 1, lower key stage 2 and upper key Stage 2, allowing children to apply the breadth and depth of their learning across various concepts. These ‘big questions’ are: Why are we here? Why do worldviews change? What is religion? How can worldviews be expressed? How do worldviews affect our daily lives? How can we live together in harmony if we have different worldviews?

Our scheme aligns with the Worcestershire Religious syllabus.

Impact

Our R.E. and World Views curriculum will enable pupils to:

● Meet the relevant Early learning goals at the end of EYFS (Reception) and the End of Key stage 1 and Key stage 2 requirements from the Curriculum framework for Religious Education for England.

● Know and understand religious concepts relating to beliefs, practices, community and belonging, and wisdom and guidance.

● Develop an understanding of the influence of organised and personal worldviews on individuals, communities, countries and globally.

● Understand some of the ways religions and worldviews are studied (disciplinary knowledge).

● Develop understanding of their relationship with the content studied, being able to talk about their assumptions and preconceptions (personal knowledge).

● Build secure vocabulary which allows them to talk confidently and fluently about their learning.

● Answer questions about worldviews through an enquiry-based approach including investigating, interpreting, evaluating, applying and expressing.

● Talk about the similarities and differences between their own and others’ beliefs with respect and open mindedness.

● Understand the lived experiences of religious and non-religious worldviews to be diverse within and between people and communities.

● Develop an understanding of the ways in which personal and organised worldviews may develop and change across time and place.

Right of withdrawal

In the UK, parents still have the right to withdraw their children from Religious Education  on the grounds that they wish to provide their own.   (School Standards and Framework Act 1998 S71 )  Please come and talk to us if you feel you need to withdraw your child from our R.E. curriculum.

Early Years

During our home visits and transition sessions we gather child and family specific information so we can celebrate the diversity of our school community. Stories support the learning and children’s understanding of differences in beliefs and cultures. They celebrate and discuss cultural events such as Christmas, Easter, Diwali, Chinese New Year and Passover and share the beliefs behind these events. We use our online learning journal to enable parents and children to share their own experiences and knowledge of these events.

Key Stage One

Pupils will have the opportunity to enquire about the world and develop knowledge of different religions through stories and thoughtful activities. They will discuss what people find wonderful about the world and learn about religious views of and what it means to belong for Christians, Jews and Muslims perspective. They will learn how they can thank God for what they have through the Harvest festival and Passover. The children will learn why we give and receive gifts through learning about the celebrations of Christmas, Diwalli, Eid-Al Fitr and Chinese New Year. Pupils will also learn about friendship by reflecting on themselves and how they are good friends, whilst exploring how friendship is shown through biblical stories such as the story of Zaccheus, Mary and Martha and the Stilling of the Storm. They will also learn about the Easter story and why Easter is an important time for Christians. The children will explore what makes them unique, making comparisons with themselves and others.   

Through an enquiry based approach pupils learn about the concepts of choices, remembering, authority, changing emotions, God and belonging. They explore the ideas and beliefs of different religions, particularly Christianity and Judaism. Children learn through exploring  artefacts, stories and sharing their own experiences. The children also have opportunities to ask questions to develop their own knowledge and understanding.

Lower Key Stage Two

Children develop an understanding of prayer, symbolism, journeys, inspirational people, kindness, and commitment, linking these to their own experiences before hearing stories from around the world and different religions. Children are encouraged to discuss their own beliefs and those of their families in class conversations and reflections. The children also have the opportunity to explore a wide range of Art throughout the year, concentrating on stained glass windows, peace doves and mehndi patterns. The children explore themes of light, sacrifice, life and celebration, through a multitude of faiths. These include Christianity, Sikhism and Hinduism. The children will make comparisons of different traditions, festivals and customs between faiths and are encouraged to share their views both in reflection and in class discussion.

Upper Key Stage Two

In Years Five and Six, pupils will continue to develop their understanding of a wide range of religious beliefs and values and their understanding of contemporary society; individually, communally and cross-culturally. It will also be taught with and contribute to the pupils’ personal development, well-being and community cohesion in PSHE (personal, social, health and economic education) by promoting mutual-respect and tolerance in a diverse society. It will also offer opportunities for personal reflection and development and to help challenge prejudices through personal reflections and class discussions.