Religion and Worldviews
North Bradley Primary School Religion and Worldviews
Our school values are to - Love ourselves, love each other, love learning and love our world.
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 the Religion and Worldviews curriculum 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, as well as people with non-religious worldviews.
- 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 non-religious 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.
- Enable children to leave North Bradley School with the values of loving themselves, loving each other, loving learning and loving the world embeded,
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 worldviews. 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. Over 55% of the curriculum at our school is focussed on Christianity, so a pupils in Early Years focus mainly on this religion to build the foundations of later learning. In KS1 children begin to build their understanding of Christianity and are introduced to Judaism. When the children progress into KS2, in addition to their core learning being centred on the Christian faith, pupils explore Hinduism in year 3, Islam in Year 4 and 5 and in year 6 the non-religious belief system of Humanism is investigated. As pupils progress through KS2, opportunities are planned for children to draw on their knowledge and understanding of religions they have learned about previously, so that they are able to make links, notice similarities and differences and are able to connect different beliefs with their own developing worldview. Opportunities for visits and visitors is planned into the curriculum in order to enrich children's experience and knowledge of religions and non-religious worldviews. Lessons may include deep/critical thinking, time for reflection, questioning as part of discussion, writing (e.g. poetry/diary), circle time, role-play/drama, sorting activities and art. Evidence of learning can be recorded in each class' ‘Spirituality’ floor book. This may be a 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 Worldviews exercise books.
The Impact of our Religion and Worldviews Curriculum
Through the teaching of our Religion and Wordviews lessons the children should be able to access key religious vocabulary to help them discuss, recall knowledge and understand religion and non-religious worldviews within society. Specific skills that are important in Religion and Worldviews lessons, 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 belief and actions
- 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 which impact communities and include religious and non-religious beliefs
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 Worldviews provision.
Our scheme of learning below also contains 4 themes that act as a golden thread linking Religion and Worldviews learning across the school together. These are:
- Loving ourselves and each other
- Significant people
- Expressing belief
- Loving the world
Friday Thunks
Pupils have the opportunity to use enquiry skills, reflect on their own views 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
Key to overview:
- Learning themes to link to our golden thread concept
- (Themes from the Wilshire Agreed Syllabus)
- Key questions taken from the Wiltshire Agreed syllabus
- Key questions taken from the Understanding Christianity documents which link to the Wiltshire Agreed Syllabus
- The religious and non-religious worldviews to focus on in teaching and learning.
- Religions pupils have experienced previously, which are used to make additional links within teaching and learning.
- Visits/Trips suggested to increase cultural capital and provide children with enrichment.
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 |
EYFS
Christianity |
Loving ourselves and each other
UC – GOD/CREATION Unit F1. Why is ‘God’ so important to Christians?
CHRISTIANITY |
Expressing belief - Christmas
UC – INCARNATION Unit F2. Why do Christians perform nativity plays at Christmas?
CHRISTIANITY and HINDUISM: Diwali
|
Expressing belief (Precious books)
What is the Bible and why is it precious to Christians?
CHRISTIANITY
|
Expressing belief – Easter
UC – SALVATION Unit F3 Why do Christians put a cross in an Easter Garden?
CHRISTIANITY |
Expressing belief
How, where and what do people celebrate?
ISLAM: Eid |
Significant People
Who guides us to make good choices?
CHRISTIANITY |
KS1
| Term 1 | Term 2 Christmas | Term 3 | Term 4 Easter | Term 5 | Term 6 |
Year 1
Christianity Judaism
|
Expressing belief (Celebrations)
Why do we celebrate at different times? (Q5)
UC – INCARNATION Unit 1.3 Why does Christmas matter to Christians?
CHRISTIANITY
|
Significant People (Believing)
What do some people believe about God? (Q1)
UC – GOD Unit 1.1 What do Christians believe God is like?
CHRISTIANITY and JUDAISM
|
Expressing belief (Celebrations)
Why do we celebrate different times? (Q5)
UC – SALVATION unit 1.5 Why does Easter matter to Christians?
CHRISTIANITY |
Loving ourselves and each other (Myself)
All religions: How do we show we care for others? (Q10)
CHRISTIANITY and JUDAISM | ||
| 12 weeks | 8 weeks across all of term 3 and part of term 4 | 4 weeks within term 4 | 13 weeks | ||
| ||||||
Year 2
Christianity Judaism
|
Expressing belief (Celebrations)
How does being Jewish make a difference to family and celebration? (Q6)
CHRISTIANITY and JUDAISM |
Significant People (Story)
Why do Christians love to tell stories about Jesus? (Q4)
UC – What is the good news that Jesus brings?
CHRISTIANITY
|
Significant people
Who is an inspiring person and who inspires you? (Q8)
CHRISTIANITY and JUDAISM |
Expressing belief (Symbols)
Why and how do important places and symbols help people show what they believe? (Q7)
CHRISTIANITY and JUDAISM
VISIT FROM A PRACTISING JEW / VISIT BRISTOL SYNAGOGUE
| ||
| 12 weeks | 6 weeks | 6 weeks | 13 weeks | ||
LOWER KS2
| Term 1 | Term 2 Christmas | Term 3 | Term 4 Easter | Term 5 | Term 6 |
Year 3
Christianity Hinduism
|
Significant People (Inspirational people)
How do Christians follow God? (Q4)
UC – PEOPLE OF GOD Unit 2a.2. What is it like to follow God?
CHRISTIANITY
|
Expressing belief (Symbols and religious expression)
What are the deeper meanings of festivals? (Q6)
CHRISTIANITY and HINDUISM Judaism
|
Loving ourselves and each other (Religion Family and Community)
Can we make Wiltshire a more respectful place? (Q14)
CHRISTIANITY and HINDUISM
| Significant People (Beliefs and questions)
What matters to Christians about Easter? (Q2)
UC – SALVATION Unit 2a.5 Why do Christians call the day Jesus died ‘Good Friday’?
CHRISTIANITY | Loving the World
How and why to believers care about the world? (Q15)
UC –CREATION & FALL Unit 2a.1. What do Christians learn from the creation story?
CHRISTIANITY Judaism | Loving the World
How and why to believers care about the world? (Q15)
HINDUISM, Non-Religious – VEGANISM Judaism
VISIT FROM A PRACTSING HINDU |
| 9 weeks across all of term 1 and part of term 2 | 8 weeks across part of term 2 and part of term 3 | 7 weeks within terms 3 and 4 | 4 weeks across part of term 4 and part of term 5 | 10 weeks across part of term 5 and all of term 6 | |
| ||||||
Year 4
Christianity Islam
|
Significant People (Beliefs and questions)
What do different people believe God is like? (Q1)
UC – INCARNATION Unit 2a.3. What is the Trinity?
CHRISTIANITY Judaism and Hinduism
|
Expressing beliefs (Worship, pilgrimage and special places)
Where, how and why do people worship? (Q8)
CHRISTIANITY
VISIT to NB BAPTIST CHURCH |
Expressing beliefs (Worship, pilgrimage and special places)
Where, how and why do people worship? (Q8)
ISLAM
VISIT to TROWBRIDGE MOSQUE |
Significant People (Inspirational people)
Who was Muhammed? Why and how do people follow this leader? (Q5)
ISLAM |
Loving ourselves and each other (Religion and the individual)
Islam: Keeping the five pillars: what difference does it make to Muslims? (Q13)
ISLAM
|
Significant People (Beliefs and questions)
What do different people believe God is like? (Q1)
ISLAM
|
| 6 weeks | 6 weeks | 6 weeks | 6 weeks | 9 weeks across all of term 5 and part of term 6 | 4 weeks |
UPPER KS2
| Term 1 | Term 2 Christmas | Term 3 | Term 4 Easter | Term 5 | Term 6 |
Year 5
Christianity Islam
|
Expressing belief Teachings and authority
What makes some books sacred, how are they used and why do they matter to believers? (Q3)
CHRISTIANITY Judaism and Hinduism
| Significant People (Inspirational people)
How do Christians use the Gospels to follow Jesus?
UC – GOSPEL Unit 2b.5. What would Jesus do?
CHRISTIANITY
VISIT from one or more Christians from the local community
|
Expressing belief Teachings and authority
What makes some books sacred, how are they used and why do they matter to believers? (Q3)
ISLAM
VISIT from a Muslim from the local community |
Loving ourselves and each other
What matters to Christians about Easter? (Q2)
UC – SALVATION Unit 2b.6. What did Jesus do to save human beings?
CHRISTIANITY
|
Loving the World What can be done to reduce racism? Can religion help?
(Wiltshire Agreed syllabus recommended unit)
CHRISTIANITY and ISLAM Judaism and Hinduism | Expressing belief (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 and ISLAM - Eid al-Adha |
| 6 weeks | 6 weeks | 8 weeks across all of term 3 and part of term 4 | 4 weeks across part of term 4 | 6 weeks | 7 weeks |
| ||||||
Year 6
Christianity Humanism
|
Loving ourselves and each other (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?
CHRISTIANITY and HUMANISM Islam, Judaism and Hinduism
| Loving our World
UC – CREATION Unit 2b.2. Creation and science: conflicting or complementary?
CHRISTIANITY and HUMANISM
| Loving ourselves and each other (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?
CHRISTIANITY and HUMANISM |
Significant people
Who has made a difference to the world because of their beliefs? How and why? (Q17)
CHRISTIANITY and HUMANISM Islam, Judaism and Hinduism
|
Expressing belief (Worship, pilgrimage and special places)
Why is pilgrimage important to some religious believers? (Q9)
CHRISTIANITY and HUMANISM – Camino de Santiago
VISIT TO SALISBURY CATHEDRAL | |
| 12 weeks | 6 weeks | 6 weeks | 8 weeks across all of term 5 and part of term 6 | 6 weeks within term 6 | |
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 planning.
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