Religious Education

RELIGIOUS EDUCATION CURRICULUM

The aim of Religious Education at Ely St Mary’s, across Key Stage 2, is to enable our pupils to flourish as citizens in a global community; to prevent extremism and radicalisation, to have the ability to hold an informed conversation about religion and belief.  At the same time, to equip pupils with knowledge and understanding of a range of religious and world views.  In addition, as a school community, to promote their spiritual, moral and social and cultural development to explore the meaning of their existence and purpose in life.

 

At Ely St. Mary’s School, pupils and their families have a RE Curriculum that enables pupils to acquire a rich, deep knowledge and understanding of Christian belief and practice as well as those of other world religions also. Pupils engage with religious texts and theological ideas to challenge them through the exploration of core concepts and questions. RE is a significant profile in our school curriculum, enabling pupils to develop confident religious literacy.

 

Although Religious Education at Ely St Mary’s focuses primarily on Christianity, pupils learn about other world religions, too.  In Christianity, pupils focus on three core skills.

 Each unit incorporates:

 Making sense of the text,  Making connections, Understanding the impact.

 

Each unit approaches the content via a simple teaching and learning approach that develop pupils’ abilities to make sense of the text related to the core concepts, to understand the impact of belief in these concepts in the lives of individual Christians and the Christian community, and to make connections beyond the concepts with other learning, including pupils’ own responses.

 

At Ely St Mary’s we believe that high quality religious education supports pupils’ religious literacy.  Being religiously literate means that pupils will have the ability to hold balanced and well-informed conversations about religion, belief and world views. Pupils will begin to make sense of religion and belief around them and begin to understand the complex world in which they live.  We strive to teach pupils religious education is primarily about enabling them to become free thinking, critical participants of public discourse, who can make academically informed judgements about important matters of religion and belief which shape the global landscape.

 

By the end of the key stage, children will have an understanding of the timeline of the Bible, make links from their knowledge of the Creation Story, the Gospel, Salvation and the People of God.  They will have opportunities to reflect on the impact of how Christians, Jewish people, Muslims, Hindus, Sikhs and Buddhists live their lives according to a core set of beliefs.

 

Opportunities are given to all children to demonstrate their knowledge and understanding through a variety of forms, such as poetry, newspaper articles, biography, art, written comprehension, role-play and letter writing.  They draw on their writing and reading skills and their knowledge from History and Geography, skills in Art and Design Technology.

 

Long Term Plan

The core concepts are arranged in a spiral curriculum so that pupils encounter them several times through their RE lessons.

Year 3:

  •             CREATION: Who made the world?
  •             INCARNATION: What is the Trinity?
  •             GOSPEL: What kind of world did Jesus want?
  •             SALVATION: Why do Christians call the day Jesus died Good Friday?
  •             JUDAISM: What influences Jewish people
  •             JUDAISM:  What is important for Jews about being part of God’s family?

 

Year 4:

  •             CREATION: What do Christians learn from the creation story?
  •             PEOPLE OF GOD: What is it like to follow God?
  •             GOSPEL: Who do people say I am?
  •             KINGDOM OF GOD: When Jesus left, what was the impact of the Pentecost?
  •             ISLAM: Keeping the 5 Pillars: what difference does it make?
  •             ISLAM: Why is prayer important to Muslims and not for some people?

 

Year 5:

  •             GOD: What does it mean if God is holy and loving?
  •             INCARNATION: Was Jesus the Messiah?
  •             GOSPEL: What would Jesus do?
  •             SALVATION: What did Jesus do to save human beings?
  •             HINDUISM: Can I explain what Hindus believe and why pilgrimage is important to them? 
  •             PEOPLE OF GOD: What is it like to be a Christian in Vellore?

 

Year 6:

  •             CREATION: Creation and science: conflicting or complementary?
  •             PEOPLE OF GOD: How can following God bring freedom and justice?
  •             SALVATION: What difference does the resurrection make for Christians?
  •             SIKHISM: Can I explain what Sikhs believe and how they worship?
  •             KINGDOM OF GOD: What kind of king is Jesus?
  •             BUDDHISM: What does it mean to be a Buddhist? Can I be enlightened?

We are developing a multi-disciplinary understanding of the subject.  This provides a balanced diet, ensuring that pupils investigate religion, belief and worldwide views.  These disciplinary lenses are theology, philosophy and the human/social sciences.

Theology, or thinking about through believing

This is about asking questions that believers would ask.  It requires pupils to think like theologians.

Philosophy, thinking about thinking

This is about asking questions that thinkers would ask.  It requires pupils to think like philosophers.

Human/social sciences, or thinking through living

This is about asking questions that people who would study lived reality would ask.  It requires people to think like social scientists.

 

COVERAGE AND PROGRESSION:

To view the Religious Education coverage map and progression of skills, please see our curriculum document 2020/21, via the PDF link above. 

 

SUBJECT POLICY:

Our Religious Education Policy is to be found via this link: School Policies