R.E.

Subject leader

Miss Light is responsible for R.E. This means ensuring there is an ambitious curriculum set, supporting teachers to implement it through high-quality lessons and checking that everything is helping children to know more, remember more and do more.

If you would like more information in addition to that published on this page, please email:

p.light@oakfield.hants.sch.uk

Purpose of Study

Every maintained school in England must provide a basic curriculum (R.E., sex education and the National Curriculum). This includes provision for R.E. for all registered pupils at the school (including those in the sixth form), except for those withdrawn by their parents (or withdrawing themselves if they are aged 18 or over) in accordance with Schedule 19 to the School Standards and Framework Act 1998.

The key document in determining the teaching of R.E. is the locally agreed syllabus within the LA concerned (see 'Agreed syllabus', p.14). Schools designated as having a religious character are free to make their own decisions in preparing their syllabuses. LAs must, however, ensure that the agreed syllabus for their area is consistent with Section 375(3) of the Education Act 1996, which requires the syllabus to reflect that the religious traditions of Great Britain are in the main Christian whilst taking account of the teaching and practices of the other principal religions represented in Great Britain.

Schools are not obliged to provide R.E. to pupils who are under compulsory school age (section 80(2)(a) of the Education Act 2002), although there are many instances of good practice where R.E. is taught to these pupils. Separate legislative provision on R.E. is made for maintained special schools. Regulations4 covering maintained special schools require them to ensure that, as far as practicable, a pupil receives R.E..

Aims

  • Provide children with an understanding of the fundamental values and beliefs of six world religions - Christianity, Buddhism, Isalm, Hinduism, Judaism and Sikhism.

  • Provide children with a basic understanding of celebrations and festivals which are observed and celebrated as part of these religions.

  • Encourage children to ask questions, share their beliefs as well as respect those of others.

Oakfield's Approach

Intent

We are setting out to help our pupils be ...

  • Respectful - Pupils should recognise that different people will have different cultures, beliefs and values. We should treat everyone equally and with respect.

  • Diverse - Pupils will celebrate their own beliefs and cultures, as well as those of others.

  • Curious - Children will pose and discuss deeper questions to help them to learn more about different belief systems.


Implementation

We will do this by ensuring ...

  • Children are taught about religious festivals and celebrations and how they contribute to core beliefs and values within a religion.

  • Content is taught progressively through a cycle of five main ‘threshold concepts’.

  • Children can compare and evaluate their own beliefs and those of others.


Impact

We will have made a difference when ...

  • All pupils show tolerance - they know how to respectfully agree and disagree with beliefs and opinions.

  • All children value and enjoy the curriculum we offer - they tell us.

  • All children can talk about why different festivals are important to different beliefs - they join in with celebrations in school.

Threshold Concepts

These are our big takeaways called ‘threshold concepts’ - an overview of what we want pupils to know. They are the same for every year group and help us to ensure we build learning on the same ideas, that way we help children to be able to remember more meaningful connections rather than remembering isolated facts.


  1. Different people believe in different greater powers and live their lives according to this.

  2. My opinions are important and I should feel confident when sharing them with others. I should be able to explain my thinking. Other people might have opinions that are different to mine and this is normal. I should show respect and tolerance towards those with different viewpoints to my own. Other people will show me the same respect.

  3. Asking questions can help me to understand more about the world around me, including the beliefs, traditions, values and rituals of different cultures and religions.

  4. Different religions have different values although some share similar or the same values. These might be values which are also important to me and I might learn about them in different ways throughout my life.

  5. Different religions have values and ways of life. These affect the way that communities live their lives.


Progression on a Page ...

Here is an overview of what we expect children to be taught, know and do by the end of each year group.

Year R

  • Continue to develop positive attitudes about the differences between people.

  • Develop their sense of responsibility and membership of a community

  • See themselves as a valuable individual

  • Think about the perspectives of others.

  • Talk about members of their immediate family and community.

  • Name and describe people who are familiar to them.

  • Understand that some places are special to members of their family.

  • Recognise that people have different beliefs and celebrate special times in different ways.

  • Talk about the lives of people around them and their role in society.

  • Understand the past through settings, characters and events encountered in books read in class and storytelling.

  • Show sensitivity to their own and other’s needs.

Year 1

  • Children will begin to ask closed questions about different rituals and celebrations that are held by a variety of different religions.

  • They will be able to describe verbally some events within a festival and say what they like about this.

  • They will also begin to describe things that are good and evil, talk about why sharing is important in every day life and say what might be the same and what might be different about the way life events (eg birthdays) are celebrated in different cultures and families.

Year 2

  • Children will ask and discuss closed questions about different rituals and celebrations that are held by a variety of different religions.

  • They will be able to summarise the main events within a festival and say what they like and dislike about this.

  • They will also begin to describe why some parts of the festivals they are studying are important to the people who celebrate them. They will also be able to describe verbally examples of right and wrong, share their ideas about why love and collaboration is important in every day life.

  • They will begin to identify (with support) these themes in religious stories.

Year 3

  • In September 2021-22, Year 3 Children will complete the same R.E. Topics as Year 2 as they missed them last year. Children will still develop their questioning, enquiry and reasoning skills as below.

  • Children will begin to ask and discuss more open ended questions (with the use of question banks) about different rituals and celebrations that are held by a variety of different religions.

  • They will be able to summarise and explain some of the main events within a festival and say why they are important to the people who follow them. Children will begin to make links between events in religious stories and aspects / rituals associated with the different religious festivals.

Year 4

  • Children will be able to ask and discuss more open ended questions about different rituals and celebrations that are held by a variety of different religions and begin to compare them with those of other religions (with support).

  • They will be able to summarise and explain most of the main events within a festival and say why they are important to the people who follow them as well as discussing similarities in their own everyday lives.

  • Children will begin to make links between events in religious stories and aspects / rituals associated with the different religious festivals.

Year 5

  • Children will begin to ask and discuss more ‘thinking’ and ‘philosophical’ questions about different rituals and celebrations that are held by a variety of different religions.

  • They will be able to compare them with those of other religions and festivals within the same religions that they have learnt throughout KS1 and KS2 so far.

  • Children will also be able to consider other ways that they show different values which are important to particular religions in their own every day life.

Year 6

  • Children will be able to pose and discuss deep, ‘philosophical’ questions about events, stories, core beliefs and rituals associated with the different religions they have learnt throughout KS1 and KS2.

  • They will make links and compare different religious values, teachings and celebrations and consider aspects of these which they would adopt in their every day lives.

  • They will share their opinions clearly and evaluate why different religious values are important to the people who follow them.

Learning Overviews by Religion

Detailed progression in R.E.


1e - Threshold Concepts RE - new concepts.pdf