RE – curriculum overview
Intent
At Appleton Primary School, it is our intent for RE in our school curriculum to engage, inspire and challenge pupils, equipping them with the knowledge and skills to explore the different religious beliefs and world views that are followed in our multi-cultural society. We also want our learners to develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development through the curriculum.
At Appleton, our curriculum is based on the Hull and East Riding Agreed Syllabus for RE, which has been mapped out the year group objectives to ensure that pupils can acquire the skills and knowledge to develop a religious literacy before moving into KS3. The syllabus encourages children to learn about religion and worldviews through the three disciplines of Theology, Philosophy and Social Sciences.
Our curriculum for RE aims to build on previous learning and as our learners move through the school the teaching of progressive skills ensures that RE learning is embedded. We ensure that religious literacy is developed through encouraging our learners to appreciate and understand the beliefs and world views that are held within our religiously diverse society and to develop their understanding of the influence these beliefs and values have on individuals and communities alike.
Implementation
Our curriculum aims to introduce learners to different ways to enquire about world religions and worldviews through using the idea of an ‘about believing’ lens (theological), and ‘about living’ lens (social sciences) and a ‘thinking about’ lens (philosophical). This ensures learners have the opportunity to explore religions and worldviews through a balance of beliefs, ways of living and thoughtful, deep questions.
Each unit within our curriculum uses an units form Jigsaw RE , an enquiry approach to learning, drawing upon prior knowledge, skills and understanding. There is a different enquiry for every half-term (6 per year) focusing on one religion at a time. The aim is to deepen children’s critical thinking skills through greater subject knowledge and also to allow their own spiritual development. Each enquiry has a big enquiry question, and this is explored with a 4-step process: Engagement (How can I make connections between my world and the world of religion?) Investigation (What do I need to learn about the religion in order to answer the big question) Evaluation (How well can I apply this knowledge to the big question using critical thinking/evaluation skills?) Expression (Can I express what difference this enquiry has made to me, my thinking and my starting point?) The topics studied will be taught in a deeper way, using a multi-disciplinary approach in order to pay attention to the big ideas which underpin learning.
In Key Stage One the children’s RE knowledge will focus mainly on Christianity and Judaism, and also enquiries about Islam and Humanism. In Key Stage Two the pupils will continue to learn about these religions in more depth alongside those of Sanatana Dharma. There will also be the opportunity for other world views to be referenced where appropriate.
There should be a balance of teaching of the two attainment targets which direct the children to ‘learn about’ (Knowledge and Understanding) and ‘learn from’ (Reflection and Response), religions or other world views.
Within the Early Years, RE will encourage the learner’s natural curiosity of the world around them and will have the opportunity to begin to explore the world of religion. They will be introduced to festivals from key religions and cultures. They will look at some elements of these such as important figures, places of worship, sacred books and stories, customs and routines. They will begin to think about their own culture and/ or religion and know there are similarities and differences between individuals, families and communities.
All children have access to the RE curriculum with work being tailored appropriately for children with SEND. Children will learn through similar activities, with final outcomes modified to suit all needs.
The ‘Right of Withdrawal’ from some or all parts of the RE curriculum is discussed sensitively with parents if the need arises.
Impact
The Hull and East Riding Agreed Syllabus measures assessment using statutory end of key stage expectations. These describe the knowledge, skills and understanding expected of a pupil who has a secure understanding of what has been taught. They form a summary of the Learning Outcomes described in the Areas of Understanding. The impact of learning in RE is measured through the formative use of ‘Big Questions’ during each RE lesson, followed by a summative Jigsaw Assessment which demonstrates what has been understood in the unit. Our R.E. curriculum it taught using a ‘spiral’ approach whereby key content of the three disciplines and world religions are re-visited and knowledge is developed and added to each year in order to ensure that learning can ‘stick’.
Overall, RE lessons should enrich the experiences of our children and they should be able to discuss their knowledge and understanding of some religions and world views sensitively as a result.
Curriculum progression information:
“Pupils enjoy learning through play, stories, and collaboration, with engaging activities that promote creativity, teamwork and curiosity.”
“Leaders have prioritised consistency in phonics teaching, ensuring that children receive the support they need to become fluent and confident readers.”
“Pupils are respectful about race, religion and disabilities, showing a strong understanding of equality, inclusion, and kindness.”
“Pupils contribute to the community through charity work and local visits, helping them grow into thoughtful, socially aware individuals.”
“Skilled adults support learning and develop vocabulary in early years, ensuring that even the youngest learners get a strong and confident start.”
“Leaders offer a wide range of extra-curricular activities, providing pupils with enriching experiences that enhance both learning and wellbeing.”
“Pupils feel safe and know teachers will help if they are worried, fostering a secure and supportive environment where children can thrive.”
“The expectation at Appleton is that ‘Every child is a reader,’ and this belief is embedded throughout the school’s approach to phonics and literacy.”
“There is a strong reading culture within the school, with staff and pupils alike showing a shared enthusiasm for books and language development.”
“Appleton Primary School continues to be a good school, where pupils are well supported and cared for across all areas of their education.”
