Subject Overview
Religious Education
Vision for RE Key Concepts: Content and Sequencing
Religious Education enables children to investigate and God Light Fall Learning is progressive and sequenced so
reflect on some of the most fundamental questions of Celebration Forgiveness Trinity that knowledge is built upon each year
meaning and purpose asked by people. Children develop Specialness Rescue Hope e.g. by the end of Y1, children can talk
knowledge and understanding of the major world faiths, and Symbol Salvation Symbol about their own responses to their
address the fundamental questions in life e.g. the meaning Recognition Remembering Kingdom of God experiences of the concepts explored; by
of life and the existence of a divine spirit. Children develop a Good & Evil Obedience Authority the end of Y4, children can describe their
sound knowledge of Christianity and other world religions. Welcoming Holiness Justice own responses to the human experience
They reflect on what it means to have a faith and to develop Belonging Freedom Submission of the concepts studied; by the end of Y6,
their own spiritual knowledge and understanding. Children Protection Ritual Faith children can explain their own response
learn from religions as well as about religions. Creation Gospel to the human experience of the concepts
explored.
Curriculum Drivers
Aspirational Outward Looking Conceptual Experience Led Language Rich Enquiry Based
RE teaching and RE teaching and A religious concept is an idea or In a unit of work, learning begins with The quality and Religious
learning enables learning builds pupils’ model explaining religious beliefs the children’s own experiences and variety of Education begins
children to knowledge of world or practices. links learning about religion to real life. language heard, with asking
understand that religions. Many religious concepts are Learners make discoveries through written and questions
religion It provides them with abstract and complex. Religious memorable first-hand experience spoken are key through the
influences their an understanding Education moves learners through wherever possible eg making visits to factors in learning ‘Cycle of Enquiry’.
own society both about the impact of a cycle of learning, the ‘Cycle of places of worship, interviewing the meaning of Throughout a
domestically and religion on their own Enquiry’ (enquire, contextualise, religious visitors, handling artefacts, re- important unit of learning,
globally; that they lives, those of people evaluate, communicate, apply) enacting religious ceremonies. religious children are
vocabulary (e.g.
live in an inclusive in their community that deepens knowledge of key Opportunities are provided to encouraged to
synagogue, ritual)
society where and in the wider concepts so that learning is both contextualise and make sense of new answer further
and articulating
their own world. accessible and memorable. learning. questions as they
religious concepts
religious beliefs, Children learn about Group A, B & clearly and contextualise,
culture and C concepts: precisely. This evaluate,
opinions are A – concepts common to all language assists communicate
valued and people. children in making and apply their
diversity can be B – concepts shared by many their thinking learning to
celebrated. religions. clear, both to deepen
understanding.
C – concepts distinctive to themselves and
particular religions. others.
Links with Mathematics and English Progressive Inclusive
Opportunities to apply their English skills: Evidence of RE scaffolded by the ‘Cycle of Enquiry’ (enquire, The curriculum is designed to
Descriptions e.g. of religious practices contextualise, evaluate, communicate, apply) will be evident in engage all.
Explanations e.g. of a person’s beliefs books/class collections of work. Tasks are varied to support
Discussion Children can talk confidently at each stage about the religious concepts children to access the learning.
Debate they have studied. Children’s starting points are
Oral and written presentations Children apply their understanding after the unit of learning or in identified using assessment tools
Opportunities to apply their Mathematics another subject/context. and teaching builds on prior
skills: knowledge.
Chronology (dates, timelines) Learning is challenging and
Numerical symbolism eg ten progress is expected of all
commandments, five pillars of Islam, children.
four gospels. Outside visitors, educational
Data collection, handling & visits, artefacts and other
presentation resources are used to aid
understanding.