Religious Education at Bushmead Primary School

Our school curriculum for religious education meets the requirements of the 1988 Education Reform Act (ERA). The ERA stipulates that religious education is compulsory for all pupils, including those in the reception class who are less than five years old. The ERA allows parents to withdraw their pupil from religious education classes if they so wish, although this should only be done once the parents have given written notice to the school governors. The ERA also allows teachers to refuse to teach religious education, but only after they have given due notice of their intention to the school governors. The religious education curriculum forms an important part of our school’s spiritual, moral and social teaching. It also promotes education for citizenship. Our school RE curriculum is based on the Cambridgeshire County Council Agreed Syllabus and it meets all the requirements set out in that document. The ERA states that the RE syllabus should reflect the fact that the religious traditions in Great Britain are in the main Christian and that it should, at the same time, take account of the teachings and practices of other major religions.

Intent statement

Religious Education enables pupils to investigate and reflect on some of the most fundamental questions asked by people. At Bushmead Primary School we develop the pupils’ knowledge and understanding of the major world faiths, and we address the fundamental questions in life. We enable pupils to develop a sound knowledge of world religions, especially those that are the main faiths of pupils within our school. Pupils reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help the pupils learn from religions as well as about religions.  Throughout our RE curriculum pupils will be encouraged to explore religions, engage with their knowledge, and reflect on their learning and their lives.

What children will be taught

As children move through our school they will be taught a progressive curriculum that builds on the knowledge from previous years. Children will learn about the following areas in each year group.

Early Years

There are 7 areas of learning in the Early Years Foundation Stage, R.E. is a subject that is learnt and developed throughout these 7 areas.  Taught across the year and explored through continuous provision: Children explore their own likes, dislikes and beliefs. They recognise a variety of celebrations - Birthdays, Christmas, Diwali. They join in with rhymes, action songs and stories and begin to build a repertoire of songs and dances- singing songs to themselves and making up simple songs of their own. They explore their local community through local visits and visitors.

Year 1

• Begin to name the different beliefs and practices of Christianity and at least one other religion.
• To respond and order some of the religious and moral stories from the bible and at least one other religious text, special book or religion other than Christianity.
• Show how different people celebrate aspects of religion.
• Pupils are familiar with key words and vocabulary related to Christianity and may be at least one other religion.
• Begin to talk about and find meanings behind different beliefs and practices.
• Begin to suggest meanings of some religious and moral stories.
• Either ask or respond to questions about what individuals and faith communities do.
• Express their own ideas creatively.

Year 2

• Name the different beliefs and practices of Christianity and at least one other religion and begin to look for similarities between religions.
• Retell some of the religious and moral stories from the bible and at least one other religious text or special books.
• Begin to understand what it looks like to be a person of faith.
• Pupils begin to use key words and vocabulary related to Christianity and at least one other religion.
• Talk about and find meanings behind different beliefs and practices.
• Suggest meanings of some religious and moral stories.
• Ask and respond to questions about what individuals and faith communities do.
• Express their own ideas, opinions and talk about their work creatively using a range of different medium.

Year 3

• Recall the different beliefs and practices of Christianity and at least one other religion.
• Retell some of the religious and moral stories from at least three different religious texts and books.
• Use key words and vocabulary related to Christianity and at least one other religion.
• Suggest and find meanings behind different beliefs and practices.
• Suggest meanings of some religious and moral stories and suggest how these relate to right and wrong.
• Use a range of different medium to creatively express their own ideas, thoughts and opinions. Begin to explain their ideas. Express their own ideas and opinions and begin to give good reasons for those ideas. Use a range of different medium to express their thoughts.

Year 4

• Recall in detail and use the correct vocabulary in regard to the different beliefs and practices of different religions.
• Begin to compare the similarities of at least three different religious texts or stories.
• To begin to understand the diversity of belief in different religions, nationally and globally.
• Begin to compare directly different responses to ethical questions looking at a range of different religions.
• Respond to meanings behind different beliefs and practices.
• Respond to the meanings of some religious and moral stories and expresses how these relate (directly) to right and wrong.
• Express views about why belonging to a faith community is valuable in their own lives.
• Begin to make connections between their own ideas and others.

Year 5

• Begin to make connections between different belief and practices of all religions.
• Begin to compare stories, beliefs and practices from different religions including differences and similarities.
• To understand and begin to evaluate the diversity of belief in different religions, nationally and globally.
• Articulate and begin to apply the different responses to ethical questions from a range of different religions.
• Begin to reflect and respond thoughtfully to the significance of meaning behind different beliefs and practices. Begin to respond thoughtfully to a range of sacred writings/ stories. Provide good reason for what they mean to different faith communities.
• Creatively begin to express their views about why belonging to a faith community may be valuable. Relate this to their own lives.
• Begin to recognise those with no faith also have belief systems.
• Discuss and begin to apply their own and others’ ideas about ethical questions and to express their own ideas clearly in response.

Year 6

• Make connections between different belief and practices of all religions.
• Make links and compare stories, beliefs and practices from different religions including differences and similarities.
• To understand and evaluate the diversity of belief in different religions, nationally and globally.
• Articulate and apply the different responses to ethical questions from a range of different religions.
• To reflect and respond to the significance of meaning behind different beliefs and practices. Respond thoughtfully to a range of sacred writings, stories and provide good reason for differences and similarities in different texts.
• Express views creatively as to why belonging to a faith community may be valuable both to different faith members and to their own lives. Recognise those with no faith also have a belief system.
• Discuss and apply their own and others ideas about ethical questions and to express their own ideas clearly in response.