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AvenueInfant School

RE

Curriculum Intent: Religious Education

Possibilities -   To have high aspirations and know all of the opportunities available to them.

Initiative -       To take risks, become independent thinkers and be responsible for themselves.

Growth -         To recognise and celebrate their own individual journey, understanding their own uniqueness and strengths and those of others

Characteristics of a Theologist:          

During their time here at The Avenue, we want our children to:

  • Consider their own beliefs and hear about other people’s, developing respect for all
  • Engage with a range of questions; asking, exploring and answering them
  • Develop an understanding about different ways of life in different religions and beliefs
  • Be able to discuss different artefacts including art, stories, photos and religious objects
  • Experience visiting places of worship
  • Show curiosity about the world around us and a want to find out more

Implementation:

Our pupils should be able to organise their knowledge, skills and understanding into the following threshold concepts:

  • Ourselves
  • Celebrations and Festivals
  • Special People
  • Books and Stories
  • Special Places
  • Art in Religion

These key concepts underpin the children’s learning through the year groups from Reception to Year 2. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language. 

The vertical accumulation of knowledge and skills from Years R to 2 is mapped as follows:

Autumn 1 – Ourselves

EYFS

Year 1

Year 2

The children will begin to consider their own sense of belonging. Personal experience, based upon home, school and the local community, will be the key focus for this unit.

 

  • Ourselves, our families and our communities: Where do we belong? SACRE unit

The children will be encouraged to consider what they believe in, both religious and non-religious. They will begin to listen and learn from their peers.

 

  • What is a belief?
  • What do I believe in?
  • What do others believe in?
  • What is religion?
  • What religions do we have in our class?
  • What can we learn from our friends?

The children will continue to think about their own beliefs and will begin to make comparisons with others.

 

  • What do I believe in and why?
  • What do others from my class believe in and how is it similar/different?
  • What is religion?
  • What religions are there?
  • What do I want to know about different religions?
  • Questions about God: How do a Christian’s ideas about God compare with my own? SACRE unit

Autumn 2 – Celebrations

EYFS

Year 1

Year 2

The children will begin to look at different celebrations and festivals, beginning with their own experiences and looking further to that of their families, classmates and wider community.

 

  • What do we celebrate?
  • How do we celebrate special occasions?
  • The Christmas Story
  • Celebrations and Special Times: What happens at a festival SACRE unit
  • Celebrations and Special Times: What happens at a wedding or when a baby is born SACRE unit

The children will continue to consider their own practices and will also learn about what others do. The main focus for this half term is to learn about the Christian celebration of Christmas.

 

  • What do we celebrate?
  • How do we celebrate different occasions?
  • Do we all celebrate things in the same way?
  • The Christmas Story

The children will learn about and begin to compare different celebrations from different religions.

 

  • The Christmas Story
  • How is Christmas celebrated around the world?
  • Hanukkah
  • The family in Judaism: How does being Jewish make a difference to family and celebration? SACRE unit
  • Family ties: How and why do Hindus celebrate Raksha Bandhan? SACRE unit

Spring 1 – Special People

EYFS

Year 1

Year 2

The children will begin to consider who is special to them and their community. They will consider what makes people special.

 

  • What does special mean?
  • Who is special to me?
  • What makes me special?
  • What do other people do that is special?
  • Ourselves, our families and our communities: Where do we belong? SACRE unit

Children will consider their own answers to the question, ‘Who is special?’. They will form their own answers based on discussions and learning about others.

 

  • Who is special?
  • What makes a person special? Is it the same for everyone?
  • Who is special in Christianity?
  • People in Christianity: What can we learn from Jesus and Saint Francis? SACRE unit

The children will build on their understanding of who is special in Christianity and begin to learn about other religions. They should start to compare what is similar and what is different.

 

  • Who is special?
  • Who is special to others? (Hindu, Muslim, Jewish)
  • What makes these people special?
  • Are these people special for the same reasons?
  • Why do we find different people special?

Spring 2 – Books and stories

EYFS

Year 1

Year 2

Children will start to understand that some books are special and should be respected. They will learnt that some books have special meanings for some people.

 

  • Why do we have books?
  • What are our special stories?
  • Special Books: What can we learn from stories from different religions? SACRE unit

The focus on this topic is for the children to understand why the Bible is important to Christians.

 

  • Are books special?
  • What books are special to me?
  • What makes a book/story special?
  • What can we learn from stories?
  • Books and stories in Christianity: What do Christians learn from the Bible? SACRE unit
  • Our Books are special! RE today services

Children will be encouraged to think about what people can learn from different books. They will be encouraged to hear and discuss stories from different books and discuss how there are some similarities.

 

  • What books are special and why?
  • Are all books special?
  • What books are special to me? Is it the same as other people?
  • What stories are similar? (Creation, some Jewish and Christian stories)
  • The Torah: How does the Torah influence the lives of Jewish people? SACRE unit

Summer 1 – Special Places

EYFS

Year 1

Year 2

The children will begin to consider that places can be special too. They will think about where is special to them and their community and start to think about why. Ideally the children will visit a religious building.

 

  • What does special mean?
  • Where is special to me?
  • Are there lots of special places?
  • Ourselves, our families and our communities: Where do we belong? SACRE unit
  • Celebrations and Special Times: What happens at a wedding or when a baby is born SACRE unit

 

Children will consider their own answers to the question, ‘Where is special?’. They will form their own answers based on discussions and learning about others. The children will begin to look at different religious places. Ideally the children will visit a religious building.

 

  • Where is special to me and why?
  • Where in school is special and why?
  • Why are places special to different people?
  • What do we know about Churches?
  • What is inside a Church?
  • How is a church similar or different to other religious places?
  • Places in Christianity: What makes a place special for Christian people? SACRE unit

The children will build on their understanding of where is special to different people and why. It would be good to focus on places relevant to the children in the class. They should start to compare what is similar and what is different. Ideally the children will visit a religious building.

 

  • What places are special and why?
  • What places would we like to find out about?
  • What places are special to the people in our class?
  • How are different religious buildings similar? What differences do they have?

 

 

 

Summer 2 – Religion in Art

EYFS

Year 1

Year 2

Discuss how religion can be portrayed through art, music, drama. Children could begin to explore these (looking at different art work, listening to music, acting out ideas, making models, yoga etc).

*

 

Build on from Reception, linking to learning through the year (Stained glass windows, mandalas etc). Children to begin to think how art is used to tell a story. Children may begin to make links to learning throughout the year.

**

The children can begin to make their own interpretations about religious art, considering what it might mean and symbolise.  Can they recognise any similarities and differences?

***

* See  https://www.reonline.org.uk/specials/religion_and_the_arts/ks1/top_page.htm for stimuli for EYFS

** See https://www.reonline.org.uk/specials/religion_and_the_arts/ks1/top_page.htm for stimuli for Year 1

*** See https://www.reonline.org.uk/specials/religion_and_the_arts/ks1/top_page.htm for stumuli for Year 2. How do people express their faith? Expressions of faith unit

Impact

Assessment

Through the explicit teaching of the RE knowledge and skills, both the teachers and the pupils assess their learning continuously throughout the lesson. Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time.   

Pupil Voice

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Snapshots

   

Easter garden by Year 2 children

 

      

                                                                      

  

Whole school Christmas Celebration