RE Year 1 Prior knowledge Who are my friends and family? Key vocabulary N/A Knowledge Christianity-Christians To understand the founding beliefs of Christians, Hindus, Muslims and Hinduism-Hindus Sikhs. Islam-Muslims To name the significant figures in each faith. Sikhism-Sikhs To name the significant holy book in each faith. Christianity: God, Jesus, Old and New Testament bibles, Adam and Eve, Church & Cathedral, Crucifix, Jerusalem RELIGIOUS EDUCATION Skills Hinduism: Mandir, Ganges, Vishnu, Puja, Shrine, 1 God (Brahman, Murtis, Trimurti), Veda, Brahma, Shiva & Vishnu, To highlight who Christians, Hindus, Muslims and Sikhs believe in and Indus River (India) Islam: Allah, Adam & Eve, Mohammed, Sunni, Shia, Mosque, Quran, Saudi Arabia Creating Citizens team why. To outline the holy books for Christians, Hindus, Muslims and Sikhs. Sikhism: Guru Granth (religious text), Guru Nanak, Punjab (India), Gurdwara To explain who is in my family and what makes them special. Champions: Saffron Charles and Louise To understand that not all individuals have a faith. Longman How do I live my life? Christianity: God, Jesus, Psalms 23-The Good Shepherd, The Miracles, 10 commandments, the Beatitudes, The Good Samaritan Leader: Ellie Newnham Knowledge Hinduism: Hinduism 4 key beliefs to live by: Karma, Moksha, Dharma and Artha. The Pouring Out of the River Ganges To know some key stories from Christianity, Hinduism, Islam and Sikhism (story), The Raksha Bandhan (story), Salt in the Water (story), Shrine, Puja, Gayatri Mantra (morning prayer), Shiva Kestrel Mead curriculum intent and understand how they teach us how to live. To outline the values of (how they try to live their lives. Clothing: dhoti robe, sari & chaddar each faith. Islam: Mekkah, 5 Pillars of Islam: Shahada, Salat, Zakah Sawm, Hajj, Haram, Halal- Tasmiya (Dedication they recite Skills when slaughter animals to make meat Halal), Clothing: Burka, Abaya, Jilbarb, Taqiyah, Kufi (flat cap-other names also To ignite a passion for knowledge To remember the names of the holy books in each faith. used) To identify inspiring stories in each faith. Sikhism: The 5 Ks- Kesh, Kara-a, Kirpan, Kaccha and Kanga, Mooi mantar (key text), Keertan (prayers chanted). Halal (resilience) , an inquisitive eye To summarise the importance of having a value system in each faith. and Kosher foods are forbidden., Langar-a shared meal after prayers. 5 values—Langar-Kitchen-serving free food to (curiosity) a confident voice To list key significant figures in each faith. anyone who comes., Vand Chhakna-Value of sharing., Sewa-Service to others, Kirat karna-Earning an honest living To name how a person from each faith prays. and Hukam-Acceptance of God's will. (respect) and a global citizen What places are special to me? Christianity: Priest, Vicar, Minister, Curate, Pews, Lectern, Pulpit, Crucifix, Altar, Font, Stoup, Statues of religious fig- ures, Stained glass windows, Candles, Organ, Confessional and Nave Knowledge Hinduism: Mandir, Shoe racks, Incense, Main hall (temple room) Bell, Hindu symbols, Musical instruments – including To talk about the key features of a place of worship and the role of reli- drums, cymbals, harmonium, Sacred books, Main shrine Donation box, Murtis (pictures and statues of deities) Prasada gious leaders. (For Christianity, Hinduism, Islam and Sikhism) (sacred food, Priest or Priestesses too now), Kitchen and dining area, Trimurti, Krishna, Ganesh, Hanuman, Goddess To name the leaders of the different religious faiths. Lakshmi BROAD, RELEVANT & ENRICHED To name some of the features of each place of worship. Islam: A pilgrimage to Makkah-(Hajj), Musallah, Mihrab, Ka'bah, Qibla, Minaret, Wudu, Medha, Medina, Zum Sikhism: Gurdwara, Guru Granth Sahib, Langor, Nishan Sahib, Khanda, Nisan, Sahib, Guru Nanak, Panj Payare, Bhal The RE curriculum covers the key faiths of Christianity, Islam, Skills To know the main places of worship for Christians, Hindus, Muslims and Daya Singh, Bahal Dhara Singh. Bhal Himmmat Singh, Bhal Muhkam S’ingh, Bhal Sahib Singh. Hinduism and Sikhism reflecting our local community and Sikhs. religious backgrounds. Sessions are linked to key questions To identify the main features of different religious buildings. that provoke thoughtful discussions and encourage children to To discuss some of the rituals held in religious buildings. explore different views and beliefs. RE Year 2 Prior knowledge Y1 How do we show we belong? Key vocabulary To understand the Knowledge Christianity: Crucifix, Lord Prayer, Rosary Beads founding beliefs of To discover the symbols, ceremonies and traditional clothing of each religion (Christianity, Hinduism: Karma, Moksha, Dharma and Artha, Puja (act of worship), Gayatri Mantra (morning DEVELOPS CHARACTER Christians, Hindus, Hinduism, Islam and Sikhism). prayer), Shiva (how they try to live their lives) Aum, Gayatri Mantr, Clothing: dhoti robe, sari & The RE curriculum promotes our 4 character behaviours in many ways Muslims and Sikhs. To understand how following a belief gives you a sense of belonging. chaddar including thoughtful discussions, exploring different religious To understand the importance of traditional dress. Islam: Mekkah, 5 Pillars of Islam: Shahada, Salat, Zakah Sawm, Hajj Haram, Halal- Tasmiya. explanations/stories and making positive links between them. It allows To know some key Skills Clothing: Burka, Abaya, Jilbarb, Taqiyah, Kufi (flat cap-other names also used), Salah (prayer) children to share their own experiences and learn more about others, stories from Christian- To remember the main symbols for Christians, Hindus, Muslims and Sikhs. Sikhism: The 5 Ks Kesh, Kara-a, Kirpan Kaccha and Kanga, Mooi mantar (key text), Keertan learning how all religions have a place in the world we live in. ity, Hinduism, Islam To memorise the meaning of each symbol and the main practises of each faith. (prayers chanted), Langar and Sikhism and un- To compare the different clothes worn by others to show their belonging. derstand how they To discuss how each faith celebrates belonging. teach us how to live. How do people ask for help? Christianity: God, Jesus, Lord’s prayer, Psalm 23, Bible, Prayer, Worship Charity, Cross/Crucifix, songs and hymns, congregation, The Beatitudes Matthew 5:3-12, Miracles, Harvest festival, To talk about the key Knowledge Church, Cathedral, Priest, Vicar, Minister, Curate, Confession/Confessional, 10 Commandments features of a place of To discover how each faith uses religion as a source of support. Hinduism: Prayer, Worship, Offering, Mandir, Ganges, Vishnu, Puja, Shrine, 1 God (Brahman, POSITIVE CONTRIBUTION worship and the role To find out how prayer can give a believer help. Murtis, Trimurti), Vedas (holy book), Brahma, Shiva & Vishnu, Indus River (India), Gayatri Mantra of religious leaders. Consider how Atheists may differ and what their sources of support/guidance might be. Through wider school life children celebrate key religious (For Christianity, Hin- (morning prayer), Shiva (how they try to live their lives, Symbols – Aum, Pilgrimage to the River Skills festivals together. They learn about the importance and origins duism, Islam and Ganges, 4 key beliefs to live by: Karma, Moksha, Dharma and Artha. To express how each faith can support its believers and wider society. of the festival and celebrate with their family, friends and the Sikhism) Islam: Prayer, Worship, Allah, Mohammed, Mosque, Quran, Sacrifice of an animal, Mekkah, 5 To suggest where atheist may seek support. local community. This can be seen through our Diwali Party, Pillars of Islam: Shahada, Salat, Zakah Sawm, A pilgrimage to Makkah-(Hajj), To discuss prayers role in offering assistance. Christmas Fayre and celebration assemblies. Sikhism: 5 values—Langar-Kitchen-serving free food to anyone who comes., Vand Chhakna- Value of sharing., Sewa-Service to others, Kirat karna-Earning an honest living and Hukam- Acceptance of God's will. Meaningful occasions: what are they? Christianity: Baptism, Confirmation, Lent, Christmas, Advent, Harvest, Easter, wedding. Knowledge Hinduism: Samskaras- marriage (vivah) and cremation (antyeshti). Diwali, Holi, Raksha Bandhan To discover what key faiths celebrate and why. Islam: Ramadan, Eid ul-Fitr, Eid ul-Adha wedding KNOWLEDGEABLE, SKILLED & READY To discuss why celebration is important and why. Sikhism: Guru Nanak Dev Ji’s Gurpurab, Vaisakhi, Holla Mohalla, Maghi and Diwali, Bandi To identify key features of each celebration. Chhorh Divas, Guru Granth Sahib (key text) wedding The RE curriculum ensures that all children have a good knowledge and understanding of 4 key religions. They are able to make links between these, appreciating their own To name key significant figures within each celebration story. and others beliefs both in school and the wider community. We acknowledge that not Skills all children have a faith and that the views and opinions of atheists hold equal value. We equip children with the skills they will need to challenge inequality, racial bias and To name some of the celebrations that certain faiths follow. stereotypes as well as champion equity for all. To understand why some key celebrations are celebrated. To name some important figures celebrated during religious celebrations. To discuss some of the rituals RE Year 3 Prior knowledge Y2 How did the world begin? Key vocabulary To discover the symbols, cere- Knowledge Christianity: Creation, Genesis 1-2, Seven days, Adam and Eve, God, monies and traditional clothing of To explain how different religions (Christianity, Hinduism, Islam and Sikhism) believe the world began, Hinduism: Heaven, giant cobra, Shesha, Lord Vishnu, Om. Lotus flower., Brahma., God of creation. each religion (Christianity, Hindu- To know the similarities and differences. Islam: Allah, Creation, Adam and Eve, Muhammad, Angel Jibreel. Sunnah. ism, Islam and Sikhism). To begin to have an understanding of how Atheists believe the world began. Sikhism: God, Light, Universe, Peace, Planets, solar systems and galaxies. To know the relevant scripture relating to the creation story in each faith. To discover how Christians, Hin- Skills dus, Muslims and Sikhs use reli- To describe how each faith believes the world began using the relevant scripture. gion as a source of support. To discuss how atheist believe the world began. Consider how Atheists may differ To compare and contrast each faiths understanding of how the world began. and what their sources of sup- To develop an opinion on how you believe the world began. port/guidance might be. Does what I believe effect my life? Christianity: Bible, worship, 10 commandments, Psalm 23, Miracles, life after death, holy spirit. Fruit of the holy spirit. Heav- Compare the similarities and Knowledge en and hell, Love thy neighbour, Beatitudes. difference between how Chris- To understand how key religions ‘main teaching/belief systems’ etc. give their followers rules to live by. Hinduism: Murtis, Barhman, Trimurti, Krisha, Ganesh, Hanuman and Goddess Laksmi, Shiva, Karma, Moksha, Dharma tians, Hindus, Muslims and Sikhs To know where Atheists might draw their beliefs and moral codes from? and Artha, Mandir, Puja, Shrine celebrate births, marriages and To understand the rituals in place within each faith. Islam: Muhammad, Allah, Isa, Musa, Ibrahim, Prophets, Five Pillars of Islam, Shahada, Salat, Zakah, Sawm, Makkah, Hajj, Halal, Qu’ran, Tasmiya, shahada. deaths. Skills Sikh: 5k’s Kesh. Kara.A , Kirpan, Kaccha/Kaccera, Kanga, Langar, Vand Chhakna, Sewa, Kirat karn, Hukam, Guru Granth To explain the rules within each faith. Sahib, Turbans, Langar To distinguish the main teaching of each faith. To understand how having a faith can affect your life. To gather information about each faiths values. What is the core value? Are my values more important than anyone else’s? Christianity: God, Holy Trinity, Heaven, Hell, 10 commandments, Judgment, Love thy neighbour. Matthew 22;39, Wealth, Knowledge Poverty, Disciples To consider whether certain values hold more weight than others. Hindiusm: River Ganges, Salt in the water, The god and the wicked witch, Puja, Gaytri Mantra To know the significant stories behind the significant leaders. Islam: Shariya Law, Shahada, Salat, Zakah, Sawn and Hajj, Salah To understand how having a belief system can give you values to live by. Sikhism: 5k’s Kesh. Kara.A , Kirpan, Kaccha/Kaccera, Kanga, Langar, Vand Chhakna, Sewa, Kirat karn, Hukam, Guru Granth Sahib, Turbans, Langar Skills To discuss how the way I act can affect others. To interrupt the values that followers live by To compare and contrast the values each faith lives by. To evaluate the importance a value has on how we perceive our environment.

RE Year 4 Prior knowledge Y3 How is love celebrated? Key vocabulary Understanding of Christian, Hin- Knowledge Christianity: Blessing, priest or minister, covenant love, respect, union, commitment, vows, union, exchanging of rings, bible, sermon, du, Muslim and Sikh believes. To acknowledge the variations between how different faiths celebrate marriage. register To know what happens in each ceremony. Hinduism: Henna, Mandap (Canopy), scared fire, Sindoor (symbol), vows, temple Greater understanding of the To understand the symbolism and meaning behind each celebrations. Islam: Nikah, Qur'an, Sermon, Walimah (large feast), Mosque Values and believes surrounding To understand the different vows and believes surrounding the rituals. Sikhism: Vows, Guru Granth Sahib, Anand Karaj (ceremony of bliss), Gurdwara, granthi (hosts the ceremony), The Lavan (four stan- each faith. To demonstrate a knowledge of how weddings are celebrated. zas by Guru Ram Das),

A distinction between the differ- Skills ent faiths. To describe what happens during a Christians, Hindus, Muslims and Sikhs wedding. To COMPARE AND CONTRAST how marriage is celebrated by Christians, Hindus, Muslims A greater understanding of the and Sikhs. core values. To UNDERSTAND the importance of symbolism during the ceremonies. To explain any similarities between the faiths. Understanding of traditions and How can I inspire others? Christianity: The prodigal Son, Luke 15: 11-32, Jesus, Zacchaeus, God, The Holy Trinity, Heaven and hell, 10 commandments Judg- principles that surround each Knowledge ment, Love thy neighbour. Matthew 22;39. faith. To demonstrate a knowledge of stories from; Christian, Hindu, Muslim and Sikh scriptures that Hinduism: River Ganges, Salt in the water, The god and the wicked witch, Puja, Gaytri Mantra, Vedas, Mandir, 4 key beliefs. demonstrate inspirational characters.. Islam: Five Pillars of Islam, Pilgrimage, Sharia, Crescent and Moon, Adam and Eve, To understand how the impact worship can have on someone whom has a faith. Sikhism: 5’k’s, Guru Granth Sahib, Gurdwara To know the symbols of each faith and why a non-believer would recognise them. To understand how reading a religious text can inspire people to faith. To name famous people of faith. To explain why faith can inspire change. Skills To compare and contrast the life’s of a non-believer and a person of faith. To understand the problems faced when following a faith? To evaluate if it’s easier to not share your faith? To gather information to explain how faith can inspire us as a nation? Why do different religions treat their sacred texts differently? Christianity: Holy Bible, Old, New testament, Gospel, Matthew, Mark, Luke and John. Psalms, Prayers – intercessions. Rosary. Beati- Knowledge tudes. To know the names of the different texts, Christians, Hindus, Muslims and Sikhs read. Hinduism: Vedas, Sanskrit. Veda. Puja Gayatri Mantra To understand and describe how each faith respects, treats and looks after the text. Islam: Quran, Allah Angel Jibrel, Sunnah, prophet., Salah, Makkah, Ramadan, Lailut ul-Qadr To understand how a spiritual text is used. To know the different rituals rules surrounding Sikhism: Guru Granth Sahib, ten gurus, Sikh, Hindu and Muslim saints. Punjab. Tenth Guru, Guru Gobind Singh. Raised platform, can- each faiths text. opy, shoes, Gurmukhi To name the different parts of each text. Skills To compare and contrast the different texts used and how they are treated. To understand whether the text is a rule or a guidance? To evaluate if it’s easier to follow a faith with a text or without? To gather information to explain how a text can inspire us to follow a faith? RE Year 5 RE Year 6 Prior knowledge Y4 Rules to live by…yes or no? Key vocabulary Prior knowledge Y5 How can I use my voice? How can I change the world? Key vocabulary To understand the difference Knowledge (Recap) Christianity: 10 commandments, To remember rules laid out in Knowledge (Recap) See past vocab- between a Christian, Hindu, To remember rules laid out in the religious texts. Moses, Lords Prayer, Wealth, Sanc- the religious texts. To know how important religious leaders brought about social and moral ulary Muslim and a Sikh wed- To understand the rituals followed by a Christian, a Hindu, a Muslin tity of life To understand the rituals fol- change. ding .To know what happens and a Sikh. To understand the key believes of each faith. Hinduism: Karma, Moska, Dharma, lowed by a Christian, a Hindu, To understand how an individual or individual act can spark a social/moral in each ceremony. To under- To recognise what it involves to follow a faith. Artha, Reincarnation, Yoga, Medita- a Muslin and a Sikh. To un- movement. stand the symbolism and To understand what impact following the rules has on life after tion, derstand the key believes of To compose how religious commandments/religious rules can support meaning behind each celebra- death. Islam: Mosque, Burka, Abaya, each faith. To recognise what followers in bringing about social change/justice. tions. To understand the differ- Skills Jilbab, Taqiyah, Golem, Topi, Kufi, it involves to follow a faith. To To critique how key faiths teach it followers to question the status quo and ent vows and believes sur- To ascertain if having rules are important. Five pillars of Islam. understand what impact fol- be led by their moral compass/codes. rounding the rituals. Compare and contrast the rules each faith has in place to live by. Sikhism: 5’k’s, Guru Granth Sahib, lowing the rules has on life To consider the role Atheists play in developing social movement/change. To demonstrate a knowledge To assess the structure in place within each religion. turbans, Scriptures after death. Skills of how weddings are celebrat- Discuss - Is it fair to call structure and organisation a rule. To consider how figures within faiths used their voices to promote change. ed. Discuss – do you have a choice to follow rules as a believer. To know the values and be- To evaluate how different faiths teach their followers to deal with injustice? To demonstrate a knowledge My position in the world…what is my responsibility? Christianity: Compassion, dignity, lieves a Christian, a Hindu, a Evaluate- Is everyone capable of being inspirational? of stories from; Christian, Hin- Muslim and a Sikh live by. To Critique how different faiths teach their followers about equality. du, Muslim and Sikh scriptures Good Samaritan, Global family, Re- Knowledge (Recap) spect know what is important to To suggest where Atheist could draw their morality from i.e. family, friends that demonstrate inspirational To know the values and beliefs within different faiths live by. each faith (10 command- tec. characters.. To understand Hindiusm: Goddess, Dharma, Kar- To know what is important to each faith (10 commandments, Five ments, Five pillars of Islam, Which way shall I go? See past vocab- how the impact worship can ma, Murtis, Brahman, Trimurti, Brah- pillars of Islam, the five k’s and following the four key believes. the five k’s and following the ulary have on someone whom has a ma, Shiva, Vishnu, Trinity, Lakshmi, To know whom a Christian, Muslim, Hindu and Sikh is responsible Diwali, Ganesh, Hanuman four key believes. Knowledge (Recap) faith. To know the symbols of to. To know who guides a person of faith to follow the right path. each faith and why a non- Islam: Iman worship leader, Shaha- Skills da, Salat, Zakah, Sawn and Hajj. To know whom a Christian, To know stories that guide a Christian, Muslims, Hindus and a Sikhs. believer would recognise To evaluate how religious scriptures can inspire change. Muslim, Hindu and Sikh is To understand some of the key moral codes each faith lives by. them. To understand how Ramadan, Suhoor, Iftar, Lunar Cal- To discuss if it is our responsibility to love everyone? endar, Devotion, Self-Discipline, responsible too. To discuss the role of individual liberty within faiths. reading a religious text can Debate- Does following a faith make you more responsible? Skills inspire people to faith. To Lailut ul-Qadr, Salah, Sharia law To gather information to explain how to be a responsible follower. Sikhism: Granthi, Chardi Kala, De- TO know the 10 command- Compare how varying religious rules help us to live a better life? name famous people of faith. To understand my position in the world. ments (Christian), 5 pillars of Discuss- Without religion, where can we draw inspiration from? To explain why faith can in- votion and submission What is justice? Christianity: 10 commandments, Islam (Muslim), 5 k’s(Hindu) Argue- Can we be righteous without being religious? spire change. and the 4 key believes (Sikh). Reflect, are religions justified in giving us a set of rules to live by? To know the names of the Knowledge (Recap) Heaven, Hell, Judgement. Day of judgement. Atonement, sins. Non Judge-Do we need rules to live by? different texts, Christians, Hin- To know the 10 commandments (Christian), 5 pillars of Islam dus, Muslims and Sikhs read. (Muslim), 5 k’s(Hindu) and the 4 key beliefs (Sikh). believers. Sanctity of life, free will, Is believing the same as knowing? See past vo- reject God. To know what atonement is. cabulary To understand and describe To know what atonement is. To understand the different Knowledge (Recap) how each faith respects, treats To understand the difference between heaven and hell. Hinduism: Dharma, Karma, Brah- man (Moksha), Samskaras, incarna- between heaven and hell. To To explain what a believer is. and looks after the text. To know that not all faiths believe in hell. understand what incarnation To summarize the key differences between believing and knowing. To understand how a spiritual To discuss what justice might look like for Atheists (justice system). tion, reborn, Atman, Artha, Respect, Islam: Shahada, Salat, Zakah, Swan means? To know how a per- To ascertain their own opinions as to whether belief can ever be text is used. To know the dif- To understand what incarnation means? son is reincarnated. To know knowledge ferent rituals rules surrounding To know how a person is reincarnated. and Hajj, Rules – Sharia Law, moral codes, behave and navigate, world, how material gain affects jus- Skills each faiths text. Skills tice Discuss- Is it possible to believe without evidence? To name the different parts of Jihad Shia Sunni. To know the role faith plays in ensuring justice. Debate- Is scientific evidence the only facts we can rely on? each text. Sikhism: 5 k’s Kesh, Kara-A, Kir- To compare and contrast the different ways each faith interoper- pan, Kaccha, Kanga, cycle of sam- ates justice (in relation to a key event in the media). sara, Waheguru. Mukti, Compas- To debate whether faiths can ever ensure justice. sion, Acceptance,

COVERAGE Big questions, key concepts and awe, wonder and reciprocity

Big question/unit title Key concepts list Awe, wonder and reciprocity Key links (E twinning/primary futures?) CHALLENGE FOR ALL 1 Question 1 – Who are my friends and family? Similarities, Differences, Community, Life, Understand, Valued, Belonging, Democracy, Individual, Liberty, Mutual Re- Cultural celebration day Question 2– How do I live my life? spect, Beliefs, Differences, Similarities, Freedom, Pride, Gratitude, Compassion, Respect, Confidence, Self-Control, De- Christian visitor Question 3– What places are special to me? termination, Hopeful , Belonging, Morality, Understand Church visit The Sticky Curriculum ensures that all pupils are provided with high expectations and encourages them Question 1 – How do we show we belong? Harvest parcels linked to a church. to set themselves inspiring aspirations, as well as 2 Commitment, Patriotism, Belonging, Trustworthy, Freedom, Similarities, Differences, Compassion, Strength, Hopeful, developing their confidence and ability to achieve this. Question 2 – How do people ask for help? Morality, Perspective, Support, Beliefs, Community, Creative, Value, Muslim visitor Pupils will be encouraged to debate differing ideas and Question 3 – Meaningful occasions: what are they? apply religious facts to ‘Big Questions’ and wider social issues. Pupils will be provided with scaffolding and 3 Question 1 – How did the world begin? Authenticity, Source, Understand, Challenge, Curiosity, Honesty, Citizen, Integrity, Justify, Pride, Self control, Respect, Hindu and Jain temple visits. support as well as further challenge, as and when Question 2 – Does what I believe effect my life? Valued, Accountability, Perspective, Discrimination, Self control, Responsibility Hindu visitor appropriate, ensuring their differing needs are met. Question 3 – Are my values more important than anyone else’s? The curriculum offers a ‘no ceilings’ approach, meaning that children are all accessing similar work. This allows 4 Question 1 – What is love? Mutual respect, Differences, Similarities, Beliefs, Gratitude, Respect, Hopeful, Belonging, Support, Trustworthy, Water Aid-link to faith and charitable pupils who are working at a range of levels in order Question 2 – How can I inspire others? Responsibility, Democracy, Rule of Law, Individual liberty, Mutual respect, Freedom, Citizen, Community, Value, Com- deeds. Gudwara visit Sikh visitor subjects, to have opportunities to excel, foster their Question 3 - Reflections on Celebrations…how do they make us feel? mitment, Pride, Gratitude, Peace talents and develop their skills and knowledge. The What is their meaning? Sticky Curriculum will be enriched within lessons with high quality resources, artefacts and immersive and 5 Question 1 – Rules to live by…yes or no? Democracy, Rule of Law, Individual liberty, Mutual respect, Freedom, Responsibility, Equality, Morality, Accountability, Homeless Xmas appeal-link to faith and engaging lessons, as well as providing opportunities for Question 2 - My position in the world…what is my responsibility? Rule of law, Respect, Citizen, Authenticity, Reliability, Trustworthy, Compassion, Justice, Resolution, Integrity, Challenge charitable deeds. Mosque visit awe, wonder and reciprocity. All subjects include Question 3 – What is justice? developing knowledge and understanding of sticky concepts and key vocabulary. Pupils are given 6 Question 1 – How can I use my voice? How can I change the world? Mutual respect, Respect, Determination, Adaptability, Hopeful, Equality, Integrity, Justice, Participant, Challenge, Poppies –Royal British Legion (Links to opportunities to be challenged across all subjects Question 2– Which way shall I go? Reliability, Trustworthy, Ambitious, Honesty, Peace, Creative, Compassionate, Compare, Individual liberty, Confidence, Christianity). including developing their speaking and listening skills Question 3 – Is believing the same as knowing? Synagogue visit Jewish visitor as a confident person. Evaluation of subject against OFSTED – Quality of Education Evidence: Action plan Success Criteria Curriculum intent Subject LT To develop a clear idea about how to assess For all year We have reviewed the subject curriculum with reference to the National plan pupils and at what points this needs to hap- groups to show Curriculum Programmes of Study. We have created an overview of the key (knowledge/ pen. We also need to develop different embedded under- skills and knowledge we would like children to acquire by the end of the skills pro- modes of assessment that ensure embedded standing. year. gression). learning. For pupils to have SUBJECT DEEP DIVE HLTA/Teachers are able to use the skills progression statements to as- To unsure all staff have a clear understand- a better under- sess the children’s understanding. Knowledge and skills are built up over ing of the traditions and believes of major standing of key time, with a particular focus on the foundations of key religions in Key faiths and understand the impact of such faiths. RELIGIOUS EDUCATION Stage 1 and Year 3. In Years 4, 5 and 6 the focus is on applying religious religions on children's education and wider For pupil inter- QUESTIONS FOR REFLEC TION knowledge to ‘Big Questions’ and wider social issues. experiences. views to show To provide all stay with religious and cultural progression and Building knowledge team The R.E long term plan clearly sets out the objectives and skills pupils will cover from Years 1-6. The R.E. curriculum offers children the time, training that will allow them to understand the confidence when What is the purpose of teaching XX? knowledge and resources required to understand the importance of recog- pupil staff and wider community they interact talking about faith, Champions: Saffron Charles and Louise nising the beliefs of others to better understand their place within their local with. religion and cul- What does XX look like in your school? community and wider society. The yearly progression will prepare them ture. Longman for future stages of their education and will enable them to participate ef- For deep dives to How do you organise your XX curriculum? fectively within a diverse and ever evolving world. Children will understand show that RE has How do you ensure progression is evident Leader: Ellie Newnham that ignorance has no place in our world and strive for a more equitable a place with our society for all. curriculum. in XX? Kestrel Mead curriculum intent The R.E. subject curriculum reflects the diverse and rich backgrounds of our pupils and covers the 4 keys faiths that are most represented within Does your XX curriculum match or exceed our school and wider community as well as representing those with no To ignite a passion for knowledge faith. The subject reflects the ever growing need to challenge stereotypes the national curriculum? and racial, cultural and religious bias that unfortunately exist in society. How do you ensure XX is sequenced in (resilience) , an inquisitive eye Curriculum implementation Subject LT To do a resource inventory to understand Teacher feedback HLTA’s are currently responsible for planning and teaching RE, they are plan what resources we have. Curriculum jour- each year group? (curiosity) a confident voice (knowledge/ supported by subject champions and curriculum champions. Re is embed- To use the long term plan to highlight re- nals How do you ensure pupils acquire their ded within topic and is taught discreetly and indiscreetly. Teachers will be skills pro- sources that can enhance lessons. Budgets allocated (respect) and a global citizen implementing RE into the curriculum during the first half term. gression) To monitor different year groups Class Jour- to develop the RE knowledge of XX taught across the school? Key concepts/skills/knowledge will be taught explicitly and pupils will have Timetables nals for evidence of embedded learning. Curriculum the opportunity to develop/use this skills within school and wider life. Sticky cur- To monitor through observations, planning CPD Can you show me what XX looks like in The curriculum has been developed to promote and develop discussion riculum LT and or pupil interviews that key skills, con- plans. years 2, 4 and 6? Can you explain the and debate and give children the opportunity to discuss to wider issues cepts and knowledge are being taught. within society Growing To purchase appropriate CPD for all teaching sequence of lessons? resources As of yet the implementation of the RE curriculum will begin in Autumn staff, especially CPD around unconscious What aspects of the curriculum do your 2020. Resources bias. section of We are developing and implementing various CPD opportunities for all To share/monitor assessment tools to be children find difficult? How do you ove LT plan, used. staff to develop a clear and concise understanding of key religions. HLTAs/ shared with come these difficulties? Teachers will be supported in the effective use of relevant assessments. leader ASSESSMENT AND REPORTING We’re developing and researching ways to ensure that all children feel How do you organise/ personalise your represented within every aspect of school life . We will ensure that re- sources are reflective and representative of our pupils and wider communi- curriculum for your disadvantaged Each topic within the Sticky curriculum includes ty. a pre and post learning task. This forms part of and SEND children? the summative assessment as well as allowing teachers to see the knowledge that they are beginning with, allowing them to determine What History periods do you cover acr which Pupils will need more support in terms of the school? Are they set in a chronological knowledge and understanding and which will need stretching further through debate and way? reasoning. The post learning task allows teachers to assess the knowledge and skills acquired during the topic and to track the progress of each child. Teachers will continue to use formative assessment to inform individual lessons ensuring that they will be adapted to meet the needs of all learners, ensuring that challenge is always provided. There is a separate assessment to be used during art and DT, which allows these subjects to also be assessed during lessons. The collection of summative assessments across each Big Question, will form KEY QUOTES the basis of the information reported.

‘Difference is that wonderful thing we all have in common’. Evaluation of subject against OFSTED – Quality of Education Evi- Action plan Success dence: Criteria Curriculum impact Subject To gather and evaluate teachers Feedback from We are yet to implement the new R.E. curriculum and thus cannot evaluate the subject LT plan feedback about current knowledge/ monitoring against OFSTED’s Quality of Education. When the R.E. curriculum is implemented in Autumn (knowled skills of children across years Feedback from ge/skills groups. Gaps assessed/analysed we will be able to evaluate its success and make the necessary adjustments. teachers/pupils progres- and LT plan adapted to suit. Data and assess- sion). To observe and monitor lessons ment RELIGIOUS EDUCATION (work scrutiny, lessons, pupil inter- views) To monitor impact throughout the year . If long term plan is successful, Evaluation, action plan children will be ready to access the KS3 curriculum once they move on Evaluation of subject against OFSTED – Leadership and Management Evi- Action plan Success Criteria and policy dence: Through evaluations of the previous R.E. offer, very recent global issues that are being highlighted such a sys- CPD evi- To work closely with teachers and Teacher/HLTA sub- Champions: Saffron Charles and Louise Longman temic racism and Islamophobia and discussions with SLT we as RE champions concluded that R.E needed to dence HLTAs in order to build their subject ject knowledge and be overhauled. We have begun to develop an R.E. curriculum to help pupils understand and respect the ideas, Re- knowledge of R.E. and confidence to confidence (seen in Leader: Ellie Newnham opinions and traditions of key faiths and that of those with no faith. We have begun to create a curriculum that sources teach it effectively. Champions will observations) ensures children are equipped with the tools needed to navigate a diverse society as well as to challenge sys- ordered share ideas and ways in which key Leaders confidence tematic oppression, racial bias and religious discrimination (of any faith). Compu- concepts can be embedded through- and ability to support We are clear that our role as R.E. champions is to develop a curriculum that ensures pupils feel represented ting LT out topic planning. others/drive the sub- and heard through encouraged use of pupil voice. We are aware that there is a real importance that the plan To continue to make links with spe- ject schools diversity is represented in the literature on offer, the toys that pupils access (particularly in EYFS) and in cialists and seek advise as so to RE resources devel- all aspects of school life including topics covered in the curriculum. We must also tackle unconscious bias which CPD opportunities would be oped within school through carefully selected CPD for staff. beneficial. This knowledge will then depending on needs/ Through our creation and development of the R.E. knowledge organisers, we have identified as R.E. champions be passed on through own ‘in school’ gaps. that we have needed to develop our understanding of key faiths. We have also identified there is an imperative CPD. CPD focus on conscious and Pupil interviews HOW THIS IS TAUGHT need for all staff to receive relevant R.E. training to ensure that staff are teaching children accurate and repre- unconscious bias, white privilege and feeding back that sentative information and dispelling any misconceptions. white fragility. children feel repre- We have developed an R.E. curriculum/scheme of work that through Years 1 to 3 gives pupils and in depth ex- To adapt and develop the curriculum sented and heard. Religious Education sessions are taught by HLTA’s through our ploration of the 4 key faiths (those faiths most represented within our school and community), as well as discuss map once teachers are using the PPA timetable. Each Year group is taught 5 units over the course of the the opinions and outlooks of those without a faith. We ensure clear progression as Years 4 to 6 pupils are sup- knowledge and skills progression year in 3 x 6 week blocks. Year 2 to 6 have 1 or 2 hour sessions per week. ported to discuss, debate and compare faiths, drawing out the similarities and differences between the faiths. within their lessons. We will take Year 1 take part in short carpet sessions and apply their learning through The pupils are encouraged to take a philosophical approach to the subject through the application of their ongoing feedback and this will evolve over time. focus activities that are set out in continuous provision. In EYFS children knowledge of key faiths to ‘big questions’. Through our subject development, we have identified that we need to an inventory of the schools current R.E. To continue to gather ideas around are exposed to many religious celebrations and cultural events. They are resources and research what is be- supported in exploring such events in their play making sense of them resources. We need to work with the HLTA’s to highlight resources that will enhance and add value to lessons taught. We also need to ensure that the positive representations of all pupils are accessible in wider aspects ing used successfully in schools through role-play, stories and creative play. Such exposure allows of school life i.e. school libraries, toys on offer. Through this thorough inventory we will be able to identify gaps which are further along in their devel- children the opportunity to make sense of the world around them and and areas of development. opment of computing. recognise the many similarities and values that underpin different Through discussions with SLT and through wider professional reading, we have identified the subject needs to To monitor HLTA’s/ teachers’ plan- communities. ensure that through carefully selected CPD, all staff have a better understanding of the pupils they teach and ning and teaching through journal how their faith (or lack there of) may effect their outlook, opinions and opinions for the future. As well as ensure scrutinise and lesson observations. Over the year religious festivals are celebrated through celebration that stereotypes and misconceptions of faith as well as culture and race are appropriately addressed, through sharing, assemblies and community events. These include Diwali, Eid, CPD training specifically targeted at challenging conscious and unconscious bias, white privilege and white fra- Vaiskaki, Easter and Christmas. gility. To ensure that HLTA/teacher workload is kept to a necessary minimum, we have provided clear knowledge organisers that provide all key information to be covered through KS1 and 2, this is broken down into Year groups with skills, key language and clear progression clearly identified. As R.E. champions we have been reflective of the previous success of the subject, the needs of the pupils and the staff. We concluded that to better meet the needs of the pupils the R.E. curriculum needed to evolved to ensure that children had sufficient time to not only learn key concepts from key faiths but to apply these con- cepts to wider philosophical questioning. This philosophical approach creates a clear learning progression for all pupils and allows pupils to develop higher orders of thinking as per blooms taxonomy. We also recognise that is necessary for all to have R.E. training that allows them to better understand key faiths. We also recognise that all staff must attend training that addresses conscious and unconscious bias, white privilege and white fragility. VARIANTS AND REASON This is so that all staff teach in a way that is accurate of the faith/s discussed as well as ensure that staff are effectively promoting diversity and difference in a positive and respectful, being appropriate role models for Is there a year group that isn't following the national curriculum? pupils. Why? IIs the timetable crowded with swimming/music? Does this have an impact? s anyone trialing a new approach? Is anyone receiving subject knowledge support?

YEAR 1 AND YEAR 2 grounding

Year 4 will have one topic lesson a week due to swimming lessons. Throughout the year other school social events may take precedence Including craft afternoons, celebrations and art week.