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CE Primary School

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

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Religion and Worldviews

 North Bradley Primary School Religion and Worldviews

Love ourselves, love each other, love our world, love learning. Be strong and courageous for God will be with you wherever you go”. Joshua (1.9)

 

 

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 Religion 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 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 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 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 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 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 World Views 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.

EYFS

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

 

 

 

Expressing belief

(Precious books)

 

What is the Bible and why is it precious to Christians?

 

CHRISTIANITY

 

(Introducing religious books from other religions - Islam: Qu’ran

Judaism: Torah)

 

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?

 

Showing what we belief and what others belief about living in the world.

 

Significant People

 

 

Who guides us to make good choices?

 

CHRISTIANITY

 

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

 

 

Loving ourselves and each other

(Belonging)

 

What does it mean to belong? (Q9)

 

CHRISTIANITY and ISLAM

 

 

Expressing belief

(Celebrations)

 

Why do we celebrate at different times? (Q5)

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

 

CHRISTIANITY AND ISLAM

 

Significant People (Believing)

 

What do some people believe about God? (Q1)

 

UC – GOD Unit 1.1

What do Christians believe God is like?

 

ISLAM

 

 

Expressing belief

(Celebrations)

 

Why do we celebrate different times? (Q5)

 

UC – SALVATION unit 1.5

Why does Easter matter to Christians?

 

CHRISTIANITY

 

Significant People           (Believing)

 

Why is God important for Muslims? (Q3)

 

ISLAM

 

VISIT FROM A PRACTICING MUSLIM

 

 

Loving ourselves and each other

 (Myself)

 

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

 

CHRISTIANITY and ISLAM

 

 

Year

2

 

Christianity

Judaism

 

Significant People (Leaders and people)

 

Who is an inspiring person? (Q8)

 

CHRISTIANITY and JUDAISM

 

 

Expressing belief

(Celebrations)

 

Why do we celebrate at different times?

 

CHRISTIANITY and

JUDAISM  

 

Significant 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

 

 

Significant People

(Story)

 

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

 

UC – What is the good news that Jesus brings?

 

CHRISTIANITY

 

Expressing belief

(Symbols)

 

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

 

CHRISTIANITY and JUDAISM

 

 

 

Expressing belief

(Celebrations)

 

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, as well as those who believe in Veganism.

 

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

 

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)

 

Christianity: 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

 

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

 

UC –CREATION & FALL Unit 2a.1. 

 What do Christians learn from the creation story?

 

CHRISTIANITY

Loving the World

 

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

 

HINDUISM,

Non-Religious – VEGANISM, Judaism and Islam.

 

VISIT FROM A PRACTSING HINDU

 

Year

4

 

Christianity

Islam

 

Significant People (Beliefs and questions)

 

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

 

CHRISTIANITY

 

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

 

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

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 (Inspirational people)

 

 Who was Muhammed?  Why and how do people follow this leader? (Q5)    

 

ISLAM

Loving our 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?

CHRISTIANITY

 

 

 

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

Sikhism

 

 

Loving the World

 

What can be done to reduce racism? Can religion help?

 

(Wiltshire Agreed syllabus recommended unit)

 

CHRISTIANITY and SIKHISM

Significant People (Inspirational people)

 

How do Christians use the Gospels to follow Jesus?

 

UC – GOSPEL

Unit 2b.5.

What would Jesus do?

 

CHRISTIANITY

 

 

Expressing belief

(Symbols and religious

expression)

 

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

 

CHRISTIANITY,  SIKHISM  Judaism, Islam and Hinduism.

 

VISIT TO BATH ABBEY

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

Expressing belief

Teachings and authority

 

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

 

CHRISTIANITY, SIKHISM, Judaism, Islam 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

 

CHRISTIANITY  and SIKHISM

 

Year

6

 

Christianity

Humanism

 

Loving our 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,  HUMANISM, Islam, Judaism, Hinduism and Sikhism

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

Loving ourselves and each other

(Journey of life and Death)

 

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

 

CHRISTIANITY, HUMANISM,  Islam, Judaism, Hinduism and Sikhism

 

 

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

Loving our World

 

 

UC – CREATION

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

 

CHRISTIANITY and HUMANISM

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

 

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 indepth medium term plans. 

 

 

 

 

 

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