Religious Education
Religious Education
The Christian faith was the inspiration behind the formation of the school in 1674 and continues to shape all aspects of our endeavours. The legacy is widened throughout all of the curriculum, but particularly in our Collective Worship and teaching of Religious Education.
VISION
To learn, love and live with joy: Jesus’ joy in us and our joy complete (Jn 15:11)
At Lady K we work for:
• Joy and fulfilment in aspirational learning for everyone
• Joy in loving one another as God loves us.
• Joy filled lives where everyone is included and celebrated for who they are.
• Joyful worship, celebrating God’s goodness and inspiration in us.
RE Curriculum: Understanding Christianity and The Emmanuel Project
Religious Education is timetabled weekly and taught in line with the Statement of Entitlement. The Emmanuel Project and Understanding Christianity form a progressive curriculum and ensure a consistent philosophy across both strands of learning in RE from EYFS – Y6. Teaching and learning in RE is consistent with that across the curriculum with a focus on vocabulary and Keys to Success. The same pedagogical practices (I do/we do/you do) that are used in other subject areas, are embedded within the RE planning process.
Lady K is a place where all pupils and adults are comfortable with each other’s beliefs. As such, the RE Curriculum has been designed to celebrate diversity and encourages pupils to find connections rather than differences through their studies. Each RE unit is based around a ‘Big Questions’ and throughout the sequence of lessons, pupils are encouraged to think critically, drawing connections between their own beliefs and those of others. Relevant and diverse, the RE long term plan covers philosophies such Humanism and Buddhism; spirituality as well as faith, whilst also prioritising that 60% of the content taught is around Christianity.
At Lady K we strive for ‘aspirational learning’ for everyone. We intend to challenge our pupils to develop a deep knowledge and understanding of Christianity, other religions and world views. Through an investigative approach, we want our pupils to reflect on and consider important questions of identity and belonging, questions of meaning and values and commitments. Through the teaching of RE, we will offer pupils opportunities for personal reflection and spiritual development. They will consider the influence of religion on individuals, families, communities and cultures. We know that RE plays an important role in preparing pupils for adult life, employment and lifelong learning. It helps pupils become successful learners, confident individuals and responsible citizens. It gives them the knowledge, skills and understanding to discern and value truth and goodness, strengthening their capacity for making moral judgements and for evaluating different types of commitment to make positive and healthy choices.
As ‘joyful leaners,’ we intend that our pupils will enjoy their learning and flourish. We have created a culture, inspired by our vision, that promotes ‘fullness of joy’ for everyone, whatever their circumstances or challenges. Through understanding and respect, we intend to deliver a rich curriculum, sharing in song and performance, enriched with visits and visitors.
We believe that a visit to a place of worship is a hugely enriching experience as part of RE and allows pupils to see that places of worship are more than just a building but a living community. We map out the educational visits so that all our children will visit different places of worship during their journey at Lady Katherine.
Year group | Place of Worship |
R | Reception – Visit St Mary’s Church |
1 | Jewish Synagogue
|
2 | Jewish Synagogue |
3 | Hindu Temple |
4 | Sikh Temple |
5 | Islamic Centre |
6 |
|
We intend to use moral and social awareness to support local charity work, but we also instil within our pupils that they too can play a part in righting the injustices of not just our own community, but beyond; to use their voices for justice and to act responsibly for what is right. We also work closely with the Care Home and members of the Foundation of Lady Katherine Leveson.
As identified in the Statement of Entitlement, teaching and learning in RE in this school will provide:
A challenging and robust curriculum based on an accurate theological framework.
An assessment process which demonstrates progression based on knowledge and understanding of core religious concepts.
A curriculum that draws on the richness and diversity of religious experience worldwide.
In EYFS, pupils study Christianity, including an encounter with a story from a different religion.
In KS1, pupils study Christianity, Islam, Judaism and a multi-faith unit about praying.
In KS2, pupils study Christianity, Islam, Hinduism, Judaism, Sikhism, Buddhism and Humanism.
We use Understanding Christianity, The Emmanuel Project, and other resources for teaching RE such as Picturing Christianity and Picturing Jesus.
RE has an allocation of up to 10% of curriculum time throughout school. We expect our younger learners to spend less time each week and our older pupils slightly longer.
The teaching of Christianity within the RE curriculum is over 60% of the total.
A pedagogy that instils respect for different views and interpretations; and, in which real dialogue and theological enquiry takes place.
The opportunity for pupils to deepen their understanding of the religion and world views as lived by believers.
RE that makes a positive contribution to SMSC development and pupils who aspire to be all that they can be academically, morally and spiritually.
| LADY KATHERINE LEVESON CE PRIMARY SCHOOL RELIGIOUS EDUCATION OVERVIEW | ||||||||||
|
| Autumn 1 | Autumn 2 |
| Spring 1 | Spring 2 |
| Summer 1 | Summer 2 | ||
|
| HARVEST | ADVENT CHRISTMAS |
| EPIPHANY CANDLEMAS | LENT/EASTER |
| ASCENSION/PENTECOST | |||
EYFS |
| Christianity Creation Why is the word ‘God’ so important to Christians? Including an encounter with … A Muslim whispering Allah in a baby’s ear (EP)
| Christianity Incarnation Why do Christians perform nativity plays at Christmas? Including an encounter with … A Muslim story: Muhammad and the Ants (EP) |
| Christianity Salvation How can we help others when they need it? Including an encounter with … A Sikh story: Har Gobind and the 52 Princes (EP)
| Christianity Salvation Why do Christians put a cross in an Easter garden? Including an encounter with … A Buddhist story: The Monkey King (EP) |
| Christianity Incarnation What makes every single person unique and precious? Including an encounter with … Hindus celebrating at Raksha Bandhan (EP) | Christianity Creation How can we care for our wonderful world? Including an encounter with … Tu Be Shevat: the Jewish ‘Birthday of Trees’ (EP) | ||
Y1
|
| Christianity God What do Christians believe that God is like? (UC 1.1)
| Judaism Mitzvot / Tzedakah Why is learning to do good deeds so important to Jewish people? (EP) | Christianity Why do Christians celebrate Jesus’ birthday? (AU) |
| Christianity Creation Who made the world? (UC 1.2) | Christianity Salvation Why does Easter matter to Christians? (Core Learning) (UC 1.5) |
| Judaism Creation / blessings Why do Jewish families say so many prayers and blessings? (EP) | Multi-faith How and why people pray (AU)
| |
Y2
|
| Judaism Teshuvah Why do Jewish families talk about repentance at New Year? (EP)
| Christianity Incarnation Why does Christmas matter to Christians? (UC 1.3) | Christianity Celebrating Christmas throughout the world (AU) |
| Islam Mercy / compassion How do some Muslims show Allah is compassionate and merciful? (EP) | Christianity Christian love What did Jesus teach us about being kind? (AU) |
| Judaism Torah / Rabbi Why is the Torah such a joy for the Jewish community? (EP) | Christianity Gospel What is the good news that Jesus brings? (UC 1.4) | |
Y3
|
| Christianity People of God What is it like to follow God? (UC 2a.2) | Judaism Covenant What symbols and stories help Jewish people remember their covenant with God? (EP) | Christianity Why is the time of Advent important to Christians? (AU) |
| Hinduism Karma Why do Hindus want to collect good karma? (EP) | Christianity Gospel What kind of a world did Jesus want? (UC 2a.4) |
| Christianity Kingdom of God When Jesus left, what was the impact of Pentecost? (UC 2a.6) | Islam Submission How does a Muslim show their submission and obedience to Allah? (EP) | |
Y4
|
| Christianity Creation/Fall What do Christians learn from the Creation story? (UC 2a.1) | Christianity Incarnation What is the Trinity? (UC 2a.3) | Christianity What is the role of Angels in the Christmas story? (AU) |
| Hinduism Dharma How does the story of Rama and Sita inspire Hindus to follow their dharma? (EP) | Christianity Salvation Why do Christians call the day Jesus died ‘Good Friday’? (UC 2a.5) |
| Islam Prophethood Why do Muslims call Muhammad the ‘seal of the prophets’? (EP) | Sikhism* Equality How do Sikhs put their beliefs about equality into practice? (EP) | |
Y5
|
| Christianity God What does it mean if God is holy and loving? (UC 2b.1) | Christianity Incarnation Was Jesus the Messiah? (UC 2b.4) | Christianity How do the Magi’s gifts reflect a prophecy for Jesus? (AU) |
| Hinduism* Moksha What spiritual pathways to Moksha are written about in Hindu scriptures? (EP) | Christianity Salvation What did Jesus do to save human beings? (UC 2b.6) |
| Buddhism Enlightenment How did Buddha teach his followers to find enlightenment? (EP) | Islam* Revelation What does the Qur’an reveal about Allah and his guidance? (EP) | |
Y6
|
| Humanism Happiness Why do humanists say happiness is the goal of life? (EP) | Hinduism Brahman How do questions about Brahman and atman influence the way a Hindu lives? (EP) | Christianity What is the Christmas story? (AU) |
| Christianity Kingdom of God What kind of king is Jesus? (UC 2b.8) | Christianity Salvation What difference does the resurrection make for Christians? (UC 2b.7) |
| Islam Tawhid How does tawhid create a sense of belonging to the Muslim community? (EP) | Christianity Creation Creation and science: conflicting or complementary? (UC 2b.2) | |