1 Weston Turville CE School To pursue wisdom within a Christian ethos Scheme of Work for RE
2 Weston Turville CE School Religious Education Scheme of Work Our Scheme of Work is based on The Buckinghamshire Agreed Syllabus for Religious Education At Key Stage 1 Religious Education should be taught for 36 hours per year (approx 5%), and at Key Stage 2 for 45 hours per year (also approx 5%). At Key Stage 1 pupils should study Christianity plus one other religion in depth. Judaism is recommended. At Key Stage 2 pupils should study Christianity plus two other religions in depth. Hinduism and Islam are recommended. Teachers should refer to further religions if this is appropriate.
3 The Foundation Stage In the Foundation Stage topics should be explored through the six Early Learning Goals at various points through the year. The timing of the units is at the discretion of the teacher. Suggestions for topics are as follows Early Learning Goal Possible topics Personal, social and emotional development Myself Feelings Other people How I live How other people live Communication, language and literacy Religious stories and what they mean Important things and experiences Expressing our feelings Knowledge and understanding of the world Myself Belonging Important things Other people How I live How other people live Our world Physical development Myself How other people live Expressing our feelings Celebration Creative development Important experiences Religious stories Special objects Exploring belief
4 Key Stage 1 Throughout key stage 1, pupils explore Christianity and at least one other principal religion (Judaism is strongly recommended). They learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion and belief, especially for other children and their families. Pupils ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to them and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging. KNOWLEDGE, SKILLS AND UNDERSTANDING Learning about religion 1 Pupils should be taught to: a. explore a range of religious stories and sacred writings and talk about their meanings. b. name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate. c. identify the importance, for some people, of belonging to a religion and recognise the difference this makes to their lives. d. explore how religious beliefs and ideas can be expressed through the arts and communicate their responses. e. identify and suggest meanings for religious symbols and begin to use a range of religious words. Learning from religion 2 Pupils should be taught to: a. reflect on and consider religious and spiritual feelings, experiences and concepts such as worship, wonder, praise, thanks, concern, joy and sadness. b. ask and respond imaginatively to puzzling questions, communicating their ideas. c. identify what matters to them and others, including those with religious commitments, and communicate their responses. d. reflect on how spiritual and moral values relate to their own behaviour. e. recognise that religious teachings and ideas make a difference to individuals, families and the local community. Breadth of study 3 During the key stage, pupils should be taught the Knowledge, skills and understanding through the following areas of study:
5 Religions and beliefs a. Christianity b. one other principal religion in depth (Judaism is strongly recommended) c. reference to other faiths and pupils experience as appropriate d. a religious community with a significant local presence, where appropriate e. a secular world view, where appropriate Themes f. believing: what people believe about God, humanity and the natural world g. story: how and why some stories are sacred and important in religion h. celebrations: how and why celebrations are important in religion i. symbols: how and why symbols express religious meaning j. leaders and teachers: figures who have an influence on others locally, nationally and globally in religion k. belonging: where and how people belong and why belonging is important l. myself: who I am and my uniqueness as a person in a family and community Experiences and opportunities m. visiting places of worship and focusing on symbols and feelings n. listening and responding to visitors from local faith communities o. using their senses and having times of quiet reflection p. using art and design, music, dance and drama to develop their creative talents and imagination q. sharing their own beliefs, ideas and values and talking about their feelings and experiences r. beginning to use ICT to explore religions and beliefs as practised in the local and wider community.
6 Key Stage 2 Throughout key stage 2, pupils learn about Christianity and at least two of the other principal religions (Hinduism and Islam are strongly recommended), recognising the impact of religion and belief locally, nationally and globally. They make connections between differing aspects of religion and consider the different forms of religious expression. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and beliefs and the importance of dialogue between them. They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their ideas, recognising other people s viewpoints. They consider their own beliefs and values and those of others in the light of their learning in religious education. KNOWLEDGE, SKILLS AND UNDERSTANDING Learning about religion 1 Pupils should be taught to: a. describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others. b. describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings. c. identify and begin to describe the similarities and differences within and between religions. d. investigate the significance of religion in the local, national and global communities. e. consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them. f. describe and begin to understand religious and other responses to ultimate and ethical questions. g. use specialist vocabulary in communicating their knowledge and understanding. h. use and interpret information about religions from a range of sources. Learning from religion 2 Pupils should be taught to: a. reflect on what it means to belong to a faith community, communicating their own and others responses. b. respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways. c. discuss their own and others views of religious truth and belief, expressing their own ideas. d. reflect on ideas of right and wrong and their own and others responses to them.
7 e. reflect on sources of inspiration in their own and others lives. Breadth of study 3 During the key stage, pupils should be taught the Knowledge, skills and understanding through the following areas of study: Religions and beliefs a. Christianity b. at least two other principal religions (Hinduism and Islam are strongly recommended) c. a religious community with a significant local presence, where appropriate d. a secular world view, where appropriate Themes e. beliefs and questions: how people s beliefs about God, the world and others impact on their lives f. teachings and authority: what sacred texts and other sources say about God, the world and human life g. worship, pilgrimage and sacred places: where, how and why people worship, including at particular sites h. the journey of life and death: why some occasions are sacred to believers, and what people think about life after death i. symbols and religious expression: how religious and spiritual ideas are expressed j. inspirational people: figures from whom believers find inspiration k. religion and the individual: what is expected of a person in following a religion or belief l. religion, family and community: how religious families and communities practise their faith, and the contributions this makes to local life m. beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment. Experiences and opportunities n. encountering religion through visitors and visits to places of worship, and focusing on the impact and reality of religion on the local and global community o. discussing religious and philosophical questions, giving reasons for their own beliefs and those of others p. considering a range of human experiences and feelings q. reflecting on their own and others insights into life and its origin, purpose and meaning r. expressing and communicating their own and others insights through art and design, music, dance, drama and ICT s. developing the use of ICT, particularly in enhancing pupils awareness of religions and beliefs globally.
8 Assessment Assessment is a statutory requirement of the Agreed Syllabus. Schools are required to report the level of attainment to parents at the end of Key Stages 2 and 3. There are two Attainment Targets: AT1 Learning about Religions includes enquiry into, and investigation of, the nature of religion. It focuses on (i) beliefs, teachings and sources, (ii) practices and ways of life and (iii) forms of expression. It includes the skills of interpretation, analysis and explanation. Pupils learn to communicate their knowledge and understanding using specialist vocabulary. It includes identifying and developing an understanding of ultimate questions and ethical issues. AT2 Learning from Religion is concerned with developing pupils reflection on, and response to, their own experiences and learning about religion. It develops pupils skills of application, interpretation and evaluation of what they learn about religion, particularly questions of (i) identity and belonging, (ii) meaning, purpose, truth and (iii) values and commitments, and communicating their responses. These are drawn from the Non-statutory National Framework for Religious Education. The eight-level scale, taken from the Framework, will help teachers with their planning, provide a scale by which to measure pupil progression and enable teachers to set challenging and meaningful tasks for their pupils. The principles of assessment are the same as those of other subjects and assessment in RE should broadly follow the school s assessment policy. The level descriptors are intended to be helpful, not restrictive, and provide a best fit approach. Each unit has a 3-level set of can-do statements drawn from the eight-level scale as appropriate to the expected range of levels for the majority of pupils at each Key Stage: KS1 levels 1-3 (expected level 2) KS2 levels 3-5 (expected level 4) It is not necessary to make a detailed record of attainment in relation to the descriptors for each unit. Rather they should help teachers to identify where a pupil s progress differs markedly from that of the rest of the class. There are three main uses of the unit level descriptors.
9 1. Most importantly, they provide a structure to aid planning. Teachers should use them to ensure that they deliver RE that challenges pupils, but is also appropriate to their prior attainment. 2. They provide a sense of progression in RE so that teachers can set targets for individual pupils and recognise and assess the progress they make. 3. They provide guidance for recording and reporting. It is intended that the level descriptors for each unit will help teachers record pupil progress and be able to report this to the pupils and their parents in a meaningful way. It is not intended that they should simply be copied to pupils and parents; teachers should transpose them into what the pupil can do and what s/he needs to do to improve. The Agreed Syllabus does not specify how frequently formal assessment should take place. However, it recommends that most should be formative assessment (assessment for learning) and that in Key Stage 2 there should be no more than 5 formal assessments (assessment of learning), and fewer in Key Stage 1. Most assessment should be through tasks planned into the learning structures themselves rather than end of unit assessments/tests. It is recognised that there are aspects of RE that can not and should not be assessed.
10 L1 L2 L3 L4 L5 Attainment Target 1: Learning about religion Pupils use some religious words and phrases to recognise and name features of religious life and practice. They can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression. Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways. Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers lives. They describe some forms of religious expression. Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people s lives. They suggest meanings for a range of forms of religious expression. Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They describe why people belong to religions. They understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognising diversity in forms of religious, spiritual and moral expression, within and between religions. Attainment Target 2: Learning from religion Pupils talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others. Pupils ask, and respond sensitively to, questions about their own and others experiences and feelings. They recognise that some questions cause people to wonder and are difficult to answer. In relation to matters of right and wrong, they recognise their own values and those of others. Pupils identify what influences them, making links between aspects of their own and others experiences. They ask important questions about religion and beliefs, making links between their own and others responses. They make links between values and commitments, and their own attitudes and behaviour. Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people s lives. They describe what inspires and influences themselves and others. Pupils ask, and suggest answers to, questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others lives. They explain what inspires and influences them, expressing their own and others views on the challenges of belonging to a religion.
11 The unit structure The units are laid out in three sections. On the first page are the statutory requirements for what pupils will learn. This consists of: 1. Learning Intentions (What we want pupils to learn) for Attainment Targets. These are based on and adapted from the objectives found in the Non-statutory National Framework for Religious Education (NSNFRE). The references in parentheses give the precise objectives used from the NSNFRE. 2. Key Questions which must be explored with the pupils, although precise wording may be adapted to suit the age and ability of the pupils. 3. Key Concepts to be explored, which include general and religion-specific concepts. 4. Can-do statements that are levelled and based on the NSNFRE levels. The other two pages consist of support and guidance materials. These are provided to aid planning and are not intended to represent best practice. The table on the second page is to assist in linking concepts to belief and pupils experiences. This is followed by some teaching suggestions and resources, some of which are hyperlinks to web-based materials.
12 Autumn Term Spring Term Summer Term Year 1 What s it like to belong to a religion? What makes story-telling such a good What makes our world special? way of teaching? What makes some people especially important to us or others? Year 2 What makes some occasions special? What makes something special to What does it mean to be me? someone? Why are some places special in religion? Year 3 Right and wrong 1 (What do the religions say about how we should live our lives?) (+Y6) Rites of passage 1 (Why do religions celebrate important moments in life?) (+Y5) Symbolism 1 (Why is symbolism so important in religion?) (+Y6) Year 4 Year 5 Year 6 Festivals 1 (How important are festivals in the religions?) (+Y5) Pilgrimage 1 (Why is pilgrimage so important to religious communities?) (+Y6) Beliefs about God 1 (How does belief in God affect the way people live?) (+Y6) Places of worship 2 (Why do people need special buildings to worship in?) Religion in the community 2 (What evidence of religious belief is there in our communities?) Pilgrimage 2 (Why is pilgrimage so important to religious communities?) Natural World 2 (What responsibilities do people have towards the natural world and why?) Places of Worship 1 (Why do people need special buildings to worship in?) (+Y5) Founders and prophets 1 (How do the lives of founders and prophets influence believers?) (+Y5) Festivals 2 (How important are festivals in the religions?) Founders and Prophets 2 (How do the lives of founders and prophets influence believers?) Beliefs about God 2 (How does belief in God affect the way people live?) Right and Wrong 2 (What do the religions say about how we should live our lives?) Religion in the Community 1 (What evidence of religious belief is there in our communities?) (+Y5) Holy Books 1 (How do sacred texts influence the lives of individuals and communities?) (+Y5) Natural World 1 (What responsibilities do people have towards the natural world and why?) (+Y6) Holy Books 2 (How do sacred texts influence the lives of individuals and communities?) Rites of Passage 2 (Why do religions celebrate important moments in life?) Symbolism 2 (Why is symbolism so important in religion?) (transition unit) Thinking and Being (How do people express their inner beliefs, feelings and attitudes?) (transition unit)
13 PROGRESSION FOR TEACHING OF CHRISTMAS Year Theme Learning about Christmas Learning from Christmas R Jesus birthday Jesus birthday Christmas celebrations Celebrating birthdays 1 Gifts and giving The gifts brought by the wise men Giving and receiving presents, and giving yourself 2 Good news The good news of Jesus birth received by Good news and how we celebrate it the shepherds 3 Light Light and dark; light as a symbol for Jesus; Feelings associated with light and the guiding star; Christmas tree lights 4 Journeys Journeys of Mary and Joseph to Bethlehem before the birth then to Jerusalem after the birth (Luke) 5 Peace The message of Christmas peace on earth, goodwill to all 6 Incarnation The meaning of the Christmas story for Christians the incarnation. God became human in Jesus. PROGRESSION FOR TEACHING OF EASTER darkness; my guiding lights Facing change and challenge; life as a journey; key moments in life Bringing people together: living in peace with others; peace begins with me Reflecting on the meaning of the Christmas story for themselves what it feels like to be loved and accepted Year Theme Learning about Easter Learning from Easter R New life Easter eggs Signs of spring/new beginnings 1 Celebration Easter Sunday/Sundays Times of joy and celebration 2 Easter garden Outline of main events of Easter Story with a focus on events in the garden New beginnings bulbs, seeds all look dead but hold the promise of new life resurrection 3 Sorrow/joy Good Friday/Easter Sunday Sad and happy times 4 Service to others Last Supper/Jesus washes the feet of the How can we show humility? How can we disciples serve others? 5 Failure and forgiveness Peter s story events of the last week Times we have let someone down; being through Peter s eyes given a second chance; making amends An ending becomes a new beginning/jesus 6 New beginnings death and resurrection (Eastern Orthodox focus) Heaven: children s ideas of heaven