RE Statement of Intent
At Hylton Castle Primary School , we follow a the ‘Discovery’ Scheme of work based on the Sunderland Agreed Syllabus for Religious Education. We recognise the diversity of religious and non-religious families from which our pupils come. We welcome and celebrate this diversity, are sensitive to the home background of each child and work to ensure that all pupils feel and are included in our RE Programme. We recognise the importance of pupils’ all-round personal development and the leading role that RE plays in contributing to the spiritual, moral, social and cultural elements in particular. We believe in the importance of teaching these in a balanced way to ensure children develop a deep understanding of the key world faiths and cultures.
Through RE, we aim to provide our children with a range of quality, first hand experiences that challenge and inspire them to seek answers to life’s deepest questions, grow in independence and work out how to live a good life. We aim for children to be able to share their understanding and learn not only about belief systems but from them.
Implementation
RE lessons are taught weekly.
Each lesson will be driven by a learning intention (taken from Discovery scheme in line with Sunderland agree syllabus and SACRE units) and have a clear outcome/ end product by the end of a particular topic
Acquire and develop knowledge and understanding of the six key world faiths (Christianity, Judaism, Buddhism, Islam, Sikhism and Hinduism) along with any other alternatives as appropriate that are represented within our community, in the United Kingdom and further afield
Developmental whole school progressional and developmental approach to Christmas and Easter from EYFS to Y6
RE recorded in class books.
Impact
Our pupils will be well equipped and prepared for adult life, employment and lifelong learning. They will become successful learners, confident individuals and responsible global citizens. Be to make positive choices. Be respectful and tolerant of the beliefs of others
Gain knowledge, skills and understanding to discern and value truth and goodness and will have strengthened capacity to make moral judgements and to evaluate different types of commitment.
RE Skills Progression
| Year Group | EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
| Christianity and various | Christianity and Judaism | Christianity and Islam | Christianity and Hinduism | Christianity and Buddhism | Christianity and Sikhism | Christianity and Islam | ||
| Investigation and Interpretation Learning About Religion | Beliefs and Teaching | Listen to a religious story | Recount the outline of a Christian story and talk about it | Retell Christian and Muslim stories and identify some religious beliefs | Describe some religious beliefs and teachings of religions studied, and their importance | Make links between the beliefs and teachings of different religious groups and show how they are connected to believers’ lives | Suggest reasons for the similar and different beliefs which people hold, and explain how religious sources are used to provide answers to important questions about life and morality | Suggest a variety of reasons for the similar and different beliefs which people hold, and fully explain how religious sources are used to provide answers to important questions about life and morality |
| Practises and way of life | Use correct names for some religious celebrations and places | Use the correct names for things that are special to Christians and Jews, explaining why they are meaningful | Talk about some of the celebrations, places and people that are important to Christians and Muslims | Describe how some features of religions studied are used or exemplified in festivals and practices | Show understanding of the ways of belonging to religions and what these involve | Explain how selected features of religious life and practice make a difference to the lives of individuals and communities | Explain in detail the significance of Christian and Muslim practices to the lives of individuals and communities. | |
| Forms of expression | Recognise things associated with Christmas and Easter | Recognise religious symbols, celebrations and practices | Make links between religious symbols, language and stories and the beliefs or ideas that underpin them | Explain, using correct vocabulary, how religious beliefs, ideas and feelings can be expressed in a variety of forms, giving meanings for some symbols, stories and language | Express religious beliefs (ideas, feelings, etc) in a range of styles and words used by believers and suggest what they mean | Use religious vocabulary in suggesting reasons for the similarities and differences in forms of religious, spiritual and moral expression found within and between religions | Use a wide range of religious vocabulary in suggesting reasons for the similarities and differences in forms of religious, spiritual and moral expression found within and between religions | |
| Evaluation, Expression and Reflection Learning from Religion | Identify and Belonging | Talk about their special people and places | Talk about things that happen to themselves and others | Explain their own experiences and ask about what happens to others with respect for their feelings | Compare some aspects that influence them with those that influence other people | Ask questions about the significant experiences of key figures from Christianity and Buddhism, suggesting answers from own and others’ experiences | Make informed responses to questions of identity and experience using evidence from their learning | Discuss and express their views on some fundamental questions of identity, meaning, purpose and morality related to Christianity and Islam |
| Meaning, Purpose and Truth | Ask questions about things they find puzzling | Identify what they find interesting or puzzling and discuss | Talk about some aspects of stories and religious practises that make people ask questions and realise some are difficult to answer | Ask important questions about life and compare their ideas with those of other people | Ask questions about the meaning and purpose of life, and suggest a range of answers which might be given by them as well as members of different religious groups or individuals | Ask questions about the meaning and purpose of life and suggest answers which relate to the search for truth in their own and others’ lives | Express their views on some fundamental questions of identity, meaning, purpose and morality related to Christianity and Islam | |
| Values and Commitments | Identify things that are important to them | Identify what is of value and important to them and to other people | Identify what is important to them and to others with respect for their feelings and in matters of right or wrong | Make links between values and commitments, including religious ones, and their own attitudes or behaviour | Ask questions about matters of right and wrong and suggest answers that show understanding of moral and religious issues | Ask questions and about things that are important to them and to other people. Make informed responses to answers which relate to their own and others’ lives | Make informed responses to people’s values and commitments using evidence of their learning. They will use different techniques to reflect deeply |