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Love Ourselves, Love Each Other, Love Our World, Love learning.

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Religion and World Views

 North Bradley Primary School Religion and World Views

 

 

Religion and Worldviews at North Bradley CE Primary School

Information for teaching staff

 

Our Intent for our Religion and Worldviews Curriculum

The intention is that RE and Worldviews in North Bradley CE Primary School will:

• Develop pupil’s knowledge and understanding of, the beliefs and practices of Christians and people of other principal world religions, and non-religious world views.

• Enable pupils to explain how beliefs and practices can inform and change the way people see the world and the way they live and treat others.

• Help pupils to gain an understanding of differences held within a religious or nonreligious worldview and of the similarities of beliefs and practices held in common by people within and across traditions.

• Equip pupils to be sensitive to others’ beliefs , able to express their own views well, show curiosity and have the skills to ask appropriate questions when meeting people different to themselves.

 

Our Implementation for our Religion and Worldviews Curriculum

Our Religion and Worldviews curriculum at North Bradley CE Primary school is based on key questions and enquiry. We gain knowledge and understanding of different religions through the exploration of religious artefacts, special texts and art. We focus on developing religious literacy, by building on our conceptual vocabulary in order to talk about, express our thoughts, feelings and understanding of, ask questions about and respond to questions about different religious and non-religious world views. In our Religion and Worldviews lessons we work by ourselves, with learning partners and in groups so we can learn with and from each other when discovering evidence that allows us to form a possible answer to key questions. Throughout the school, children learn about Christianity and in KS1 children begin to build an understanding of Islam in year 1 and Judaism in year 2. When the children progress into KS2, pupils gain more knowledge of beliefs and views in Islam and Judaism, in addition to this the religion of Hinduism and some aspects of Sikhism are traversed. In year 5 and 6 the non-religious beliefs held by followers of Humanism are taught and investigated. We have regular visits and visitors as part of our Religion and Worldviews curriculum and include outdoor learning in our lessons. Lessons also include deep, critical thinking, reflection and questioning as part of discussion, written activities, circle time, role-play/drama and art. Evidence of learning can be recorded in a class ‘Spirituality’ floor book, which may be the presentation of comments made by pupils that have been recorded by observing adults, post-its written on by pupils, artwork produced by children or photographs of learning taking place. As well as, creating evidence of learning in floor books, children will also present their knowledge and understanding in Religion and World Views exercise books.

 

The Impact of our Religion and World Views Curriculum

Through the teaching of our RE lessons the children should be able to access key religious vocabulary to help them discuss, recall knowledge and understand religion within society. Specific skills for Religious Education will have been developed including:

Key Stage 1

  • retelling religious stories
  • recognising symbols
  • sharing and respecting opinions
  • asking questions
  • responding positively to differences and similarities

Key Stage 2

  • making connections between words and wisdom
  • reflecting on personal values and those of a believer
  • understanding different ways of life and ways to express meaning
  • asking and answering questions from their viewpoint and that of a believer
  • discussing issues and supporting the development of community cohesion whilst challenging prejudice

Throughout the school, children learn about and from Religions and Worldviews so that we can respect the diversity within our classroom, school, local community, national community and wider world. Pupils will also gain a true understanding of our school values to love ourselves, love each other, love learning and love the world through their Religion and World Views provision.

 

Our ongoing skills development include:

Critical thinking

Religious tolerance

Investigation

Interpretation

Reflection

Evaluation

Analysis

Synthesis

Application

Expression

Self-understanding

Communication

Problem solving

 

 

 

Our developing attitudes in Religion and World Views include:

Self esteem

Curiosity

Fairness

Respect

Empathy

Wonder

Open mindedness

Working with others

Sense of community

 

 

 

Friday Thunks

Pupils have the opportunity to use enquiry skills and develop beliefs and attitudes of the world, as well as contribute to building their own worldview, by pondering on interesting and wonder inspiring questions, which we call Friday Thunks. These questions are planned on a termly basis by staff, using questions inspired by religious areas being studied, learning in other curriculum areas and using socratic questioning techniques and Blooms Taxonomy to ensure progression in the level of thinking and responses from EYFS to Year 6.

 

 

North Bradley Religion and Worldviews Curriculum Overview

Religion and Worldviews Curriculum Overview

 

Resources available

Encounter units on religious and non-religious worldviews – exploring Christian, Muslim, Sikh, Hindu and Jewish people.

 

Term 1

Term 2

Christmas

Term 3

Term 4

Easter

Term 5

Term 6

FS2

 

 

Being Special

 

Special people, times and places (C)

 

UC – GOD/CREATION Unit F1. Why is ‘God’ so important to Christians?

 

 

Special Times - Christmas

 

UC – INCARNATION Unit F2. Why do Christians perform nativity plays at Christmas?

 

 

 

Special Books

 

(All religions)

 

Special Times – Easter

 

UC – SALVATION Unit F3

Why do Christians put a cross in an Easter Garden?

 

Special Places

 

Special: being special, special people (C)

 

Special People

 

Special: being special, special people (C)

 

KS1

Resources available

Encounter units on religious and non-religious worldviews – exploring our own beliefs and practices, and those of Christian, Muslim, and Jewish people.

 

Term 1

Term 2

Christmas

Term 3

Term 4

Easter

Term 5

Term 6

Year

1

 

Christianity

Islam

 

 

Being Special

(Belonging)

 

What does it mean to belong? (Q9)

 

CHRISTIANITY and ISLAM

 

 

Special Times

(Celebrations)

 

Why do we celebrate special times? (Q5)

 

UC – INCARNATION Unit 1.3 Why does Christmas matters to Christians?

 

 

Special People

(Believing)

 

What do some people believe about God? (Q1)

 

UC – GOD Unit 1.1

What do Christians believe God is like?

 

ISLAM

 

 

Special Times

(Celebrations)

 

Why do we celebrate special times? (Q4)

 

UC – SALVATION Unit 1.5 Why does Easter matter to Christians?

 

 

 

Special People

               (Believing)

 

Why is God important for Muslims? (Q3)

 

ISLAM

 

VISIT FROM A PRACTICING MUSLIM

 

 

Being Special

(Myself)

 

 All religions: How do we show we care for others? (Q10)

 

CHRISTIANITY and ISLAM

 

 

Year

2

 

Christianity

Judaism

 

Special People

(Leaders and people)

 

Who is an inspiring person? (Q8)

 

CHRISTIANITY and JUDAISM

 

Special Times

(Celebrations)

 

Why do we celebrate special times? (Q4)

 

CHRISTIANITY - Christmas and

JUDAISM – Hanukkah

 

Special People

               (Believing)

 

The beginning of the world: what can we learn from special Christian and Jewish stories? (Q2)

 

UC – Who made the world?

 

CHRISTIANITY and JUDAISM

 

Special People

(Story)

 

Why do Christians love to tell stories about Jesus? (Q4)

 

UC – What is the good news that Jesus brings?

 

Special Places

(Symbols)

 

Why and how do special places and symbols help people show what they believe? (Q7)

 

CHRISTIANITY and JUDAISM

 

 

 

Special Places

(Symbols)

 

How does being Jewish make a difference to family and celebration? (Q6)

 

JUDAISM

 

VISIT FROM A PRACTISING JEW / VISIT BRISTOL SYNAGOGUE

 

 

LOWER KS2

Resources available

Encounter units on religious and non-religious worldviews – exploring our own beliefs and practices,

and those of Christian, Muslim, Hindu, Sikh and Jewish people.

 

Term 1

Term 2

Christmas

Term 3

Term 4

Easter

Term 5

Term 6

Year

3

 

Christianity

Hinduism

Sikhism

Islam

 

Special People

(Inspirational people)

 

 

How does a Christian follow Jesus (Q4)

 

UC – PEOPLE OF GOD Unit 2a.2. What is it like to follow God?

Special Places

(Symbols and religious expression)

 

What are the deeper meanings of festivals? (Q6)

 

CHRISTIANITY - CHRISTMAS and

HINDUISM - DIWALI

 

Special Times

(Journey of life and death)

 

Why do believers see life as a journey - what significant experiences mark this? (Q11)

 

CHRISTIANITY and HINDUISM

 

Special People

(Beliefs and questions)

 

Christianity: What matters to Christians about Easter? (Q2)

 

UC – SALVATION Unit 2a.5

Why do Christians call the day Jesus died ‘Good Friday’?

 

Beliefs in action in the world

 

 All religions: Caring for others and the World  (Q15)

 

CHRISTIANITY

 

UC –CREATION & FALL Unit 2a.1.  

 What do Christians learn from the creation story?

Beliefs in action in the world

 

 

 All religions: Caring for others and the World  (Q15)

 

HINDUISM, SIKHISM and ISLAM

 

VISIT FROM A PRACTSING HINDU

 

Year

4

 

Christianity

Islam

Sikhism

Hinduism

Special People

Beliefs and questions

 

 All religions: What do different people believe God is like? (Q1)

 

UC – INCARNATION Unit 2a.3. What is the Trinity?

 

Special Times

Worship, pilgrimage and special places

 

Where, how and why do people worship? (Q6)

 

CHRISTIANITY and ISLAM

 

VISIT TO TROWBRDGE MOSQUE AND NB BAPTIST CHURCH

Special People

Inspirational people

 

 Who was Muhammed/Guru Nanak?  Why and how do people follow these leaders? (Q5)    

 

ISLAM

Beliefs in action in the world

 

 

Who has made a difference to the world because of their faith?  How and why? (Q17)

 

UC – GOSPEL Unit 2a.4. What kind of a world did Jesus want?

 

Special People

Teachings and authority

 

What makes some books sacred, how are they used and why do they matter to believers? (Q3)  

 

CHRISTIANITY, ISLAM, SIKHISM and HINDUISM

Special Places

(Symbols and religious expression)

 

What are the deeper meanings of festivals? (Q6)

 

UC – KINGDOM OF GOD. Unit 2a.6. When Jesus left, what was the impact of Pentecost?

 

CHRISTIANITY – PENTECOST, ISLAM - DHU AL-QADAH, HAJJ

 

UPPER KS2

Resources available

Encounter units on religious and non-religious worldviews – exploring our own beliefs and practices,

and those of Humanist, Christian, Muslim, Hindu, Sikh and Jewish people.

 

Term 1

Term 2

 

Term 3

Term 4

Easter

Term 5

Term 6

Year

5

 

Christianity

Islam

Judaism

Hinduism

Sikhism

 

 

Special Times

(Journey of life and death)

 

Why do believers often see life as a journey and what significant experiences mark this? (Q11)

 

CHRISTIANITY, ISLAM, HINDIUSM, JUDAISM and SIKHISM

 

Special People

(Inspirational people)

 

How does a Christian follow Jesus? (Q14)

 

UC – GOSPEL

Unit 2b.5.

What would Jesus do?

 

 

 

 

Special Places

(Symbols and religious

expression)

 

How do art, architecture, poetry express religious beliefs and ideas? (Q7)

 

CHRISTIANITY, ISLAM, HINDIUSM, JUDAISM and SIKHISM

 

VISIT TO BATH ABBEY

Beliefs and questions

 

 

What matters to Christians about Easter? (Q2)

 

UC – SALVATION

Unit 2b.6. What did Jesus do to save human beings?

Being Special

(Religion and the individual)

 

Keeping the five pillars: what difference does it make to Muslims? (Q13)

 

ISLAM

Being Special

(Religion and the individual)

 

 Islam: Keeping the five pillars: what difference does it make to Muslims? (Q13)

 

ISLAM

 

Year

6

 

Christianity

Humanism

Islam

Judaism

Hinduism

Sikhism

Beliefs in action in the world

 

 All religions: Justice and Poverty: Can religions help to build a fair world? (Q16)

 

UC – FALL Unit 2b.3 How can following God bring freedom and justice?

 

CHRISTIANITY and HUMANISM

Being Special

(Religion and the individual)

 

Can religious teachings help us decide the best way to live? (Q12)

 

UC – GOD Unit 2b.1. What does it mean if God is holy and loving?

 

 

Being Special

(Religion, family and community)

 

How can we make my town a more respectful place? (Q11)

 

CHRISTIANITY, HUMANISM, ISLAM, JUDAISM, SIKHISM and HINDUISM

 

 

Special Times

(Journey of life and death)

 

 Why do some people believe in life after death and what difference does it make? (Q10)

 

UC – SALVATION

Unit 2b.7 What difference does the resurrection make to Christians?

 

UC – CREATION

Unit 2b.2. Creation and science: conflicting or complementary?

 

CHRISTIANITY and HUMANISM

Special Times

(Worship, pilgrimage and special places)

 

Why is pilgrimage important to some religious believers? (Q9)

 

CHRISTIANITY and HUMANISM – Camino de Santiago

 

VISIT TO SALISBURY CATHEDRAL

 

 

Teachers use the above document, as well as resources and lesson ideas from the Wiltshire Agreed Syllabus and Understanding Christianity project, in addition to their own thoughts and knowledge of their class to create in depth medium term plans. 

 

 

 

 

 

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