Religious Education Curriculum Overview
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
|---|---|---|---|---|---|---|
| Year 1 | How did the world begin? Exploring a range of creation stories in imaginative ways, children will present their own ideas about creators and creation using art and Language. (Christian, Jewish, Hindu and locally represented worldviews.) |
What do some people believe God looks like? Looking at Islamic art, Hindu avatars and images of the Christmas story, children will explore how different people understand God on Earth. (Christian, Hindu and Muslim worldviews.) |
What is God’s job? Investigating the roles of God through stories and sacred texts, Children will examine the actions of God and what this means to some different people. (Jewish, Zoroastrianist, Muslim, Hindu and Christian worldviews.) |
Why should we care for the world? Building on their understanding of creation stories, children will study quotes and religious stories about the relationship between humans and nature. (Jewish, Muslim, Hindu, Jain and Humanist worldviews.) |
How do we know that new babies are special? Finding out about different ceremonies to welcome home a new baby. Children will explore some of the symbolism in these ceremonies. (Muslim, Hindu, Humanist and locally represented worldviews.) |
Why should we care for others? Listening to stories from different worldviews and considering what these stories say about caring for others and how they impact people’s lives. (Christian, Jewish, Muslim, Baha’i and locally represented worldviews.) |
| Year 2 | Why do we need to give thanks? Using various sources including survey data, children will learn the beliefs Around using offerings to show gratitude. They will get hands-on with artefacts used during puja and write their own lyrics for a song of thanks (Hindu, Christian and Humanist worldviews) |
What do candles mean to people? Investigate the many ways light is used in religious and worldview contexts. Children explore different festivals through artwork and stories, focusing on candles (Christian, Hindu, Jewish and locally represented worldviews.) |
How do we know some people have a connection to God? Children will listen to stories from diverse perspectives about the lives of significant religious figures and explore how we recognise that some individuals have a special connection to God (Sikh, Muslim, Christian, Jewish and Hindu worldviews.) |
What is a prophet? Children will learn more about significant people like Abraham, Moses, Muhammad, and Guru Nanak. They will look for clues in religious stories and art to understand the characteristics and promises some of these religious people shared with humanity. (Christian, Muslim, Jewish and Sikh worldviews.) |
How do some people talk to God? Thinking about the importance of communication in relationships, children look at the different ways people pray. They will explore objects used during prayer and express their ideas about worship through art (Christian, Muslim, Jewish and Sikh worldviews.) |
Where do some people talk to God? Building on their learning about prayer and worship, children look at buildings within their local area and beyond Children design their own place of worship based on their learning (Hindu, Alevi, Muslim, Sikh and locally represented worldviews.) |
| Year 3 |
What makes us human? |
Where do we get our morals from? Reflecting on why people make choices about how to live a good life, children will consider their views on what is right and wrong. They will write their own moral code mini-book inspired by their learning in this unit. (Christian/Jewish, Buddhist, Muslim, Hindu and Humanist worldviews.) |
Is scripture central to religion? Building on their learning about guidance in religious texts, children will investigate how scripture is used by different people. Using virtual or real-life visits to places of worship, they act as detectives to find evidence of scripture. (Jewish, Muslim, Christian, and locally represented worldviews.) |
What happens if we do wrong? Making connections between their previous learning about the role of God and moral guidance, children will explore the meaning of consequences. They will design and play snakes and ladders-style games based on learning beliefs. (Hindu, Muslim, Humanist, Christian and Jewish worldviews.) |
Why is water symbolic? Looking at the many ways water is used in rituals and ceremonies; children will experience the symbolic use of water and learn about the historical connections water has in some religions. From this, they create poetry to express ideas about the symbolism of water. (Christian, Sikh, Muslim, Shinto and locally represented worldviews.) |
Why is fire used ceremonially? Looking at the many ways water is used in rituals and ceremonies; children will experience the symbolic use of water and learn about the historical connections water has in some religions. They will create poetry to express ideas about the symbolism of water. (Christian, Sikh, Muslim, Shinto and locally represented worldviews) |
| Year 4 | Are all religions equal? Exploring the origins of religions, children explore geographical and historical links and connections between some religions. They will investigate Sikh and Bahá’í beliefs and practices that reflect unity and equality to plan a promotional video, poster or slide show for World Religion Day. (Bahá’í, Sikh and Hindu worldviews.) |
What makes some texts sacred? Building on enquiry about the place of scripture in year 3, children look at different ways scriptures are used and what this shows. They will experience how the Guru Granth Sahib is treated like royalty and analyse information collaboratively. (Sikh, Hindu, Buddhist and locally represented worldviews. |
Just how important are our beliefs? Finding out how people show commitment to their beliefs, children will ask questions about why people choose to demonstrate the importance of their beliefs in certain ways. They will explore ceremonies of commitment, diet, charity and clothing. (Sikh, Muslim, Jewish, Hindu and Christian worldviews.) |
Who was Jesus? Investigating texts, children will find out about the historical figure of Jesus and consider his place in Jewish, Christian and Muslim teaching and how he is seen by different communities. They will find out more about the social and religious context that Jesus lived. (Christian, Jewish and Muslim worldviews.) |
Why is the bible the best-selling book of all time? Using maps and historical learning, children will see how Christianity spread across the world. They look at the different types of writing within the bible and when it was written. They will find out about how some Christians use their bibles and design a cover for their bible which reflects their beliefs. (Christian worldview.) |
Does the language of scripture matter? Building on learning about the importance and place of scripture, children will find out about the different languages scriptures are used in and what this reveals about different beliefs. They create Islamic calligraphy and retell the story of Martin Luther in a comic strip. (Christian, Muslim and Jewish worldviews.) |
| Year 5 | Why do people have to stand up for what they believe in? Thinking about religious freedom, children will use historical and modern-day examples of people, such as Guy Fawkes, who have fought for their beliefs. They will debate and critically analyse sources to discuss controversial issues. (Christian Muslim and Sikh worldviews.) |
Why doesn’t Christianity always look the same? Thinking about religious freedom, children use historical and modern-day examples of people, such as Guy Fawkes, who have fought for their beliefs. They use debate and critical analysis activities to discuss controversial issues. (Christian Muslim and Sikh worldviews.) |
What happens when we die? Interpreting different sources of wisdom and beliefs about what happens when we die, children will find out what different people from Abrahamic and non-religious perspectives do to mark someone’s death. They will consider the concepts of heaven and hell through art. (Jewish, Christian, Muslim and Humanist worldviews.) |
What happens when we die Part 2? Continuing to investigate concepts relating to death, children will learn the meaning of reincarnation and enlightenment and compare these ideas with those studied in part 1. To conclude their learning, they create a visual representation of their personal understanding of enlightenment. (Hindu, Buddhist and locally represented worldview.) |
Who should get to be in charge? By exploring the different ways religious leadership and authority are determined, children will find out what happens when people don’t agree. They examine evidence, use debating techniques and develop their knowledge of democracy, bloodline and being ‘chosen’ to think critically about the issues raised. (Muslim and Sikh worldviews.) |
Why are some places in the world significant to believers? Using maps, pictures and texts, children will investigate why some places are significant to some religions. They explore why this has sometimes caused wars and what places can tell us about beliefs and culture. Acting as historians, they use virtual visits to explore primary sources and what these can tell us about the past. (Christian, Jewish and Buddhist worldviews.) |
| Year 6 | Why does religion look different around the world? Building on comparisons about the origins of the Abrahamic religions, children will discover how some religious practices are observed. They will consider how culture, tradition, migration and interpretation can affect how someone practices their religion. (Jewish, Muslim, Christian and locally represented worldviews.) |
Why does religion look different around the world part 2? Building on their learning in part 1, children will consider how interpretation can change how people practise their religion and worldview. They will think about the influence culture, history, geography and tradition have on how religion looks in different places and challenge their perceptions. (Hindu, Sikh, Buddhist, Jain and locally represented worldviews.) |
Why is it better to be there in person? Thinking back to previous learning about prayer and worship, children will find out about significant pilgrimages and why visiting a particular place is so important to some people. They will investigate the challenges of pilgrimage experiences and consider whether it is better to visit a place in person. (Jewish, Muslim, Christian, Humanist and locally represented worldviews.) |
Why is there suffering? Discussing suffering, sin and free will, children will find out what people from different worldviews think about this challenging question. Looking at stories and analysing texts. They will explore why some people turn to God in times of suffering whereas others take it as evidence that God does not exist. (Jewish, Christian and Zoroastrianist worldviews.) |
Why is there suffering Part 2 Developing their understanding of suffering, children look at alternative ideas about and responses to suffering through texts and interviews. They look at accounts of people responding to the suffering of others and how their reaction is influenced by their worldview. (Shinto, Buddhist, Sikh, Humanist and locally represented worldviews.) |
What place does religion have in our world today? Reflecting on all their learning in Religions and worldviews, children use a range of sources and skills to investigate the enquiry questions. Working in small groups or individually, they present their ideas and evidence to the class. (Interfaith - student choice.) |
Intent
At the William Hogarth school, we are a small school with a big heart. Our school’s values of Happiness, Optimism, Generosity, Ambition, Resilience, Togetherness and Hardworking are woven through all that we do and teach. We are a multi-faith school and our religious education curriculum reflects our wider community and the different faiths of our families. All faiths are respected and celebrated in our community.
Through William Hogarth School RE curriculum children will enhance their understanding of religions and worldviews on local, national, and global levels. By exploring key questions and building on prior knowledge, they will develop the ability to connect different worldviews, hone disciplinary skills, and understand their perspectives. This approach will help them learn how religions and worldviews are experienced worldwide, examine their societal impacts, and reflect on their personal beliefs. The children will have an understanding and tolerance of each other’s religions, and this is reflected in all our learning and play. We recognise religious differences and similarities within our school, and those religious differences and similarities are celebrated by our children.
At its best, our curriculum is intellectually challenging and personally enriching. It affords children both the opportunity to see the religion and non-religion in the world, and the opportunity to make sense of their own place in that world. It is inclusive and gives each child a chance to share their voice.
Implementation
All state-funded schools, like The William Hogarth School, are legally required to provide RE as part of their curriculum. All schools are required to teach RE to all pupils at all key stages, except for those withdrawn. Religious Education is a statutory subject of the curriculum for all pupils in each year group and ‘should be provided for all registered pupils except those withdrawn at the request of their parents.’ (s 71 SSFA 1998). If parents wish to withdraw their child, we ask that you meet with the class teacher and a member of leadership first to discuss your reasons.
We use Kapow Primary to inform our planning. This curriculum encompasses three strands of learning which reflect findings from the Ofsted Research review series: religious education.
- Substantive knowledge
- Disciplinary knowledge
- Personal knowledge
These strands are integrated throughout all units to develop children's conceptual knowledge and understanding of religion and worldviews (substantive knowledge) using diverse disciplinary perspectives (ways of knowing). The curriculum also empowers children to investigate and articulate their preconceptions, personal worldviews, and positionality (personal knowledge) through a variety of engaging learning activities.
In addition to weekly lessons, the children at The William Hogarth have the opportunity to visit places of religious interest in our local community and host celebration assemblies to share our learning about important religious traditions. By including these additional learning experiences, we are reducing barriers to learning and including opportunities for all our children.
Impact
Curriculum aims:
- Understand religious concepts related to beliefs, practices, community, belonging, wisdom, and guidance.
- Recognise the impact of organised and personal worldviews on individuals, communities, countries, and globally.
- Learn different methods to study religions and worldviews.
- Reflect on personal assumptions and preconceptions about the content studied.
- Develop a strong vocabulary to confidently discuss their learning.
- Use an inquiry-based approach to investigate, interpret, evaluate, apply, and express ideas about worldviews.
- Respectfully discuss similarities and differences between their own and others' beliefs.
- Acknowledge the diversity of lived experiences within and between religious and non-religious worldviews.
- Understand how worldviews can evolve over time and across different contexts.
Religious Education at The William Hogarth School should ensure that Children will be equipped for life in contemporary Britain, capable of engaging with individuals from diverse religious and non-religious backgrounds in a respectful, informed, and open-minded manner. They will be inquisitive learners who ask questions and draw connections, confident in exploring their personal beliefs and possessing the skills to appreciate, assess, and respond to religious, philosophical, and ethical issues.
Children’s voice:
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