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Learning

RE

Intent

At Broad Square Primary School, the intent of the Religious Education curriculum is to help children to acquire and develop knowledge and understanding of world faiths; to appreciate the way that religious beliefs shape life and behaviours, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development.

At Broad Square Primary School, we believe that it is vital for all our pupils to learn from and about religion, so that they can understand the world around them. Through Religious Education, pupils will develop their knowledge of the world faiths, and their understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures. We encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences. Our Religious Education curriculum is enhanced further with trips to places of worship in our local area.

Implementation

RE is taught weekly and the school follows the Liverpool Agreed Syllabus. We are currently implementing the Opening Worlds Humanities curriculum. The implementation for the RE curriculum is outlined below:

Early Years

Pupils are introduced to world faiths through learning about festivals, traditions, beliefs and world views outside of their own experiences through exploring other cultures and practices in the wider world.

Learning about Religion and Belief

Pupils should be taught to:

  • Talk about religious stories, including Bible stories and the stories behind Christmas and Easter
  • Recognise some religious beliefs or teachings
  • Identify simple features of religious life and practice
  • Recognise some religious words
  • Name and recognise some religious symbols
  • Recognise some Christian religious artefacts, including those in cultural and religious use (e.g. Christmas cards, Easter eggs and hot cross buns)

Learning from Religion and Belief

Pupils should be taught to:

  • Recognise their own experiences and feelings in religious stories and celebrations
  • Recognise there are similarities and differences between theirs and other’s lives
  • Identify what they find interesting about religious events
  • Question what they find puzzling in religious stories
  • Say what matters to them and to talk about how to care for others

Key Stage One

During this key stage, pupils are taught the knowledge, skills and understanding through religion and belief as well as wider learning themes. They are introduced to other principle religions and can reflect on prior learning as they progress through the units.

Learning about Religion and Belief

Pupils should be taught to:

  • Explore a range of religious stories and religious texts and talk about their meaning
  • Explore a range of celebrations, teachings and traditions in religions, noting similarities and differences
  • Recognise how belonging to a religion is important to people and the impact it has on their lives
  • Explore how religious beliefs and ideas are expressed
  • Begin to establish a religious vocabulary and suggests meanings for religious symbols

Learning from Religion and Belief

Pupils should be taught to:

  • Reflect on what matters to them and others who hold religious views
  • Reflect on moral values of right and wrong
  • Recognise there are similarities and differences between theirs and others lives
  • Communicate their ideas and ask and respond to questions
  • Recognise how religious ideas and beliefs impact people’s lives personally and socially

Key Stage Two

During this key stage, pupils are taught the knowledge, skills and understanding through deeper enquiry into known religions and in Year 6, encounter secular world views. Pupils in Year 5 and Year 6 consider the impact of beliefs and practices in greater detail and respond to more philosophical questions.

Learning about Religion and Belief

Pupils should be taught to:

  • Explore and comment on the key aspects of religions, believer’s lives, their stories and traditions and their influence
  • Explore how practices are related to beliefs and teachings
  • Interpret information about religion and religious beliefs through a range of sources
  • Recognise similarities and differences within and between religions
  • Consider how religious and spiritual ideas are expressed
  • Describe and begin to encounter religious and other responses to ultimate questions and ethical or moral issues
  • Use a developed religious vocabulary when discussing and expressing their knowledge and understanding

Learning from Religion and Belief

Pupils should be taught to:

  • Reflect on what it means to belong to a faith community and how this relates to them and others’ lives
  • Recognise how religious practice is conducted in a variety of ways
  • Discuss their own and other’s views of religious truth and belief
  • Reflect on morality and how people respond to decisions they are faced with
  • Reflect on sources of information and what they find value in in their own and other’s lives

Impact

At Broad Square Primary, we envision RE curriculum impacting the pupils in the following ways:

  • extend their knowledge and understanding of religions and beliefs
  • develop a religious vocabulary and interpret religious symbolism in a variety of forms
  • reflect on questions of meaning, offering their own thoughtful and informed insights into religious and secular world-views
  • explore ultimate questions of beliefs and values in relation to a range of contemporary issues in an ever-changing society

By the end of each key stage, pupils are expected to know, understand and apply skills related to the attainment targets and learning skills developed within the assessment criteria and progression outcomes laid out in the Agreed Liverpool Syllabus, to enable teachers to assess the progress of the children as they move through the key stages. Termly summative assessments are used to determine the children’s’ understanding and inform teacher’s planning and further differentiated support for pupils. This data is reviewed on a termly basis by the subject leader who also carries out learning walks, book scrutinies and lesson observations. The impact our RE curriculum is also sought directly from the pupils as surveys and questionnaires are used to gather pupils’ voice on this subject and together with summative assessment, action can be taken to further develop the RE curriculum.

 

Contact us

  • Broad Square Primary School
    Broad Square
    Liverpool
    L11 1BS

  • 0151 226 1117