Religious Education (RE)
We are a Church of England school and we follow the Guildford Diocesan scheme of work for Religious Education. RE is viewed as a Core subject and has the same value as English and Maths in our school.
Our RE curriculum is predominantly Christian, however we teach other faiths as well. Through Religious Education, the children extend their knowledge of Christianity, Judaism and Islam, and are introduced to aspects of Hinduism, Sikhism and Buddhism, recognising the impact of religion and belief locally, nationally and globally. We also acknowledge that Religious Education encompasses some difficult concepts that are not easily explained and consider the non-religious perspective.
The teaching of RE may include elements of English, Art, Music, Dance and Drama and it is taught in a fun and engaging way. Children are encouraged to think and reflect and there are two parts to the RE curriculum – learning about religion and learning from religion.
Understanding traditions, beliefs and different ways of expressing spirituality is a way of giving our children choices and the chance to develop their own ideas, beliefs and values. Learning about religion and culture will help our children to be tolerant and respectful.
We welcome chances to give children first hand experiences to build community links and explore all faiths through making links with local Synagogues, Mosques and Temples or inviting visitors of different faiths to our school. We are supported by our local Parish and Evangelical Churches and children from the school are involved in Harvest, Christmas and Easter services at, or with input from, one of the local churches and Year 6 pupils attend the leavers’ service at Guildford Cathedral.
We have artefact boxes and the children can handle religious objects related to the faith they are studying. Our lessons are active, creative and engaging with opportunities for both quiet reflection and exciting debate.
RE is taught by the class teacher in order for discussions to be more open and for children to have the confidence to share their views, insights and beliefs. RE is monitored by the RE and Collective worship leader.
Our RE Units
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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| In the EYFS, there are 6 key questions, accessed through adult-led conversations and continuous provision, which are in line with Development Matters & Birth to 5 Matters guidance for EYFS. Pupils are assessed against ELGs. All units will introduce specialist vocabulary and be resourced reflecting the worldviews that are appropriate for our school’s setting, whilst also including Christianity. | ||||||
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R |
Who am I and where do I belong? |
Why do we have celebrations? |
What makes a place special? |
What can we learn from stories? |
What makes something ‘special’? |
What makes our world wonderful? |
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In KS1 & KS2, the balance of units across the key stages ensure that schools meet statutory requirements. There are 3 Christianity units and 2 World Faith units each year which introduce and revisit key concepts. There is also one thematic unit per year which draws together key ideas that are present in other units across the phase, consolidating prior knowledge & helping pupils to make links, whilst introducing new material from religions or beliefs represented in their school community or not previously studied. |
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1 |
CHRISTIANITY: Why do Christians call God ‘creator’? |
CHRISTIANITY: What is the ‘Nativity’ and why is it important to Christians? |
JUDAISM: What is the Torah & why is it so important to Jewish families? |
CHRISTIANITY: What do Christians learn from stories of Jesus? |
ISLAM: What is important for Muslim families? |
THEMATIC UNIT: Why should we look after the world? |
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2 |
CHRISTIANITY: What is God like for Christians? |
CHRISTIANITY: Why is giving important to Christians? |
JUDAISM: Why do Jewish families celebrate the gift of Shabbat? |
CHRISTIANITY: Why do Christians call Jesus ‘Saviour’? |
ISLAM: Who is Allah and how do Muslims worship him? |
THEMATIC UNIT: Is prayer important to everyone?
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3 |
CHRISTIANITY: How can artists help us to understand what Christians believe and do? |
JUDAISM: What are important times for Jewish people? |
CHRISTIANITY: How did Jesus change lives – and how is it ‘good news?’ |
SIKHI: What do Sikhs value? |
CHRISTIANITY: What’s the Bible’s ‘big story’ – and why is it like treasure for Christians? |
THEMATIC UNIT: Why do people make promises? |
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4 |
CHRISTIANITY: What did God promise to his people? |
ISLAM: How does ‘ibadah’ (worship) show what’s important to Muslims? |
CHRISTIANITY: What did Jesus say about God’s kingdom & why is it ‘good news’? |
CHRISTIANITY: For Christians, is communion a celebration, or an act of remembrance? |
Y4: HUMANISM: How do non religious people celebrate new life? |
THEMATIC UNIT: How do people try to make the world a fairer place?
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5 |
CHRISTIANITY: What do Christians believe about creation? |
JUDAISM: What does it mean to be part of a synagogue community? |
THEMATIC UNIT: What can be done to reduce racism? Can RE help? |
CHRISTIANITY: Why is the idea of ‘rescue’ so important to Christians? |
CHRISTIANITY: How did the Church begin, and where is it now? |
ISLAM: What helps Muslims to live a good life? |
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6 |
CHRISTIANITY: How is God Three – and yet One? |
CHRISTIANITY: What do Christians believe about the Messiah – and why is it good news? |
HINDU (SANATAN) DHARMA: Why should Sanatanis (Hindus) live a good life? |
CHRISTIANITY :For Christians, what difference does it make to belong to God’s Kingdom? |
BUDDHISM: What is the ‘Buddhist way of life’? |
THEMATIC UNIT: How did it all begin? |