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RE Curriculum Intent

RE at ROTJS is based on 'The Agreed Syllabus for RE in Nottingham City and Nottinghamshire' (2021) which contains its own Statement of Intent:

RE provokes challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. Teaching should equip pupils with knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identity. It should develop an aptitude for dialogue in pupils so that they can participate positively in our society which is diverse in relation to religions and worldviews. Pupils should learn how to study religions and worldviews systematically, making progress by reflecting on the impact of religions and worldviews on contemporary life locally, nationally and globally to increasing levels of complexity and depth. Pupils should gain and deploy the skills needed to interpret and evaluate evidence, texts and sources of wisdom or authority. They learn to articulate clear and coherent accounts of their personal beliefs, ideas, values and experiences while respecting the right of others to have different views, values and ways of life.

 

Connecting with learning:

As a whole school community, we have developed a strong set of 'Be Rules' that lie at the heart of everything that we do at ROTJS. The children's understanding of these rules is built upon throughout our curriculum but especially in RE. Within lessons, children are encouraged to think deeply about their own beliefs, compare and contrast these to others within their class and those of different cultures and religions.  Alongside this, children are taught to maintain a level of curious respect: to ask appropriate questions to develop their understanding and celebrate difference and ‘Being unique’. 

 

Connecting with our community:

At ROTJS we recognise that our families may have limited opportunities to experience cultural diversity. Furthermore, we recognise that the City of Nottingham has a wealth of opportunities for children to experience and build an understanding of different faiths, values and beliefs. Therefore, to enhance children’s cultural capital, we ensure that places of worship are taught within the Nottinghamshire context and where possible visits are arranged to allow children to make relevant links between their own and others experiences.  experience the most relevant relate experience, that children are taught about  closely reflect a broad and balanced understanding of faith, are planned into our RE curriculum to further develop children’s wider understanding of the world.

 

Connecting with others:

Our intentions for RE in our school are: to constantly build up our pupils' knowledge of religions and world views; to enable our children to debate 'big questions' respectfully, thereby fostering respect both for each other and for other customs and beliefs. Children should leave ROTJS with an eagerness to learn more about other people and places. Throughout their school journey, our pupils will be equipped with the necessary tools to express their own views whilst respectfully considering those of others.

ROTJS Religious Education for All

(Adapted from the Agreed Syllabus for RE in Nottinghamshire)

Please refer to the Nottinghamshire Agreed Syllabus when planning a unit as there is lots help with Intentions, Implementation and Impact.

 

Year 3

Year 4

Year 5

Year 6

 

Enquiry Question: What difference does it make to be a Christian?

 

Knowledge:

  • Learn about bible stories and contemporary practices related to festivals: Harvest, Christmas, Easter and Pentecost.
  • Understand the key Christian ideas: incarnation, trinity, crucifixion, resurrection and the Holy Spirit
  • Learn about the 'fruits of the Spirit'

 

Vocabulary:

Religion, Christian, spiritual, Christmas, Easter, Pentecost, Harvest Festival, commitment, values.

Enquiry Question: Is life like a journey?

 

Knowledge:

  • Learn about the key ways in which Christians, Hindus and Muslims see life as a journey.
  • Learn to gather and use information about key moments marked by rituals: welcoming a baby, becoming an adult, celebrating a marriage, funeral rituals.
  • Consider a range of ideas (religious and non-religious) about afterlife

 

Vocabulary:

Religion, Christian, Muslim, Hindu, Humanist, beliefs, life after death, destiny, worship, ritual, soul, spiritual, heaven paradise, commitment, values.

Enquiry Question: What can we learn from inspirational people in today's world?

 

Knowledge:

Learn about some inspiring leaders in today's world: e.g. Martin Luther King, Gandhi, St Teresa, William Booth of Sneinton, Dr Hany El Banna, Desmond Tutu, John Sentamu, Pandurang Shastri Athavale, Swami Vivekanada or other local and international examples like Marcus Rashford

 

Vocabulary:

Religion, Christian, Muslim, Hindu, prophet, mahatma, holiness, spiritual, inspiration, vision, symbol, community, commitment, values.

Enquiry Question: What can we learn by reflecting on words of wisdom from religions and worldviews?

 

Knowledge:

  • Learn about sacred texts as sources of wisdom.
  • Learn how holy writings can be sources of guidance and inspiration.

 

Vocabulary:

Religion, moral codes, Ten commandments, Letters of StPaul, Trinity, Incarnation, Holy Spirit, Buddhist Precepts, sources of wisdom, Torah, Bible, Qur'an, Hadith, Humanist, rationalist.

 

Enquiry Question: How do religious families and communities practice their faith?

 

Knowledge:

  • Learn the meaning and use of the Lord's Prayer in Christianity
  • Learn about prayer in a mosques and churches
  • Consider why some people pray.

 

Vocabulary:

Religion, Muslim, Islam, mosque, Qur'an, Prophet, Christian, spiritual, ritual, liturgy, prayer, church, commitment, values.

Enquiry Question: How do people express their religious and spiritual views on pilgrimages?

 

Knowledge:

  • Learn about pilgrimages, e.g to Makkah, Varanasi, Lourdes, Iona or the Holy Land
  • Learn details about rituals and practices on pilgrimages
  • Reflect on non-religious, spiritual journeys.
  • about local places such as Beth Shalom , Southwell Minster

 

Vocabulary:

Religion, Christian, Muslim, Hindu, spiritual, pilgrim, pilgrimage, ritual, symbol, community, commitment, values

Enquiry Question: What is expected of a person in following a religion or a belief?

 

Knowledge:

  • Learn more deeply about Christmas, Easter, Pentecost and Eucharist
  • Learn how Christians use the bible as a guide to how they live their lives
  • Develop their understanding of the Christian concepts of Trinity, forgiveness and inspiration.

 

Vocabulary:

Religion, Christian, spiritual, festival, incarnation, resurrection, Christmas, Easter, Pentecost, Eucharist, Gospel, trinity, Holy Spirit, community, commitment.

 

Enquiry Question: What contribution do religions make to local life in Nottinghamshire? How can we make Nottinghamshire a county of tolerance and respect?

 

Knowledge

  • Learn about the statistics of world religions in our local are, the country and the world.
  • Learn about two examples of inter faith co-operation.

 

Vocabulary:

Religion, inter-faith, harmony, tolerance, respect, moral values, religious plurality

 

 

Enquiry Question: Where, how and why do people worship?

 

Knowledge:

  • Learn about how Churches, Mosques and Mandirs
  • Learn to name key aspects of each building and relate them to beliefs and ways of living.
  • Identify similarities and differences

 

Vocabulary:

Religion, Hindu, Muslim, Islam, Christian, worship, church, mosque, mandir, Trinity, Allah, gods and goddesses, spiritual, ritual, liturgy, prayer, sacred, commitment, values.

Enquiry Question: Christianity, music and worship: what can we learn?

 

Knowledge:

  • Gain knowledge of examples of music from the Christian community including carols, a hymn, the hallelujah chorus, contemporary music and children's songs.
  • Compare the above with any music the children find spiritually interesting or inspiring.

 

Vocabulary:

Religion, Christian, spiritual, worship, devotion, belief, self-expression

Enquiry Question: How do people's beliefs about God, the world and others have impact on their lives?

 

Knowledge:

  • Learn about the main beliefs of Muslims and Hindus about God
  • Learn how the way people live us often impacted by their beliefs.
  • Consider different views about whether God is real and what God is like if he is real

 

Vocabulary:

Muslim: Islam, 5 pillars, Prophet, Allah, Imam (faith), akhlaq (character/ moral conduct),

Hindu:  murtis, Brahman, gods and goddesses, ahimsa, atheist, agnostic.

Enquiry Question:  How do religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment?

 

Knowledge:

  • Learn about the concepts of justice, fairness, compassion and responsibility.
  • Learn about examples of major faith based and non-faith based global aid and development charities (e.g. Islamic Relief, Christian Aid, Save the Children)

 

Vocabulary:

Religion, atheist, agnostic, charity, ahimsa, ummah, agape, justice, faith.

 

Enquiry Question: What can we learn from inspiring people in the history of religions?

 

Knowledge:

  • Learn about two or more inspirational people from the Jewish and Christian Bible (some of whom are also prophets in Islam)
  • Learn some stories from the Christian Gospels.

Learn some stories about the life of Mohammad (PBUH) and his companions from Islamic history.

 

Vocabulary:

  • Religion, Muslim, Jewish, Christian, spiritual, Prophet, Exodus, Law-giver, Messiah, Allah, Qur'an, New Testament, inspiration, role-model, commitment, values.

Enquiry Question: How do Hindu families practise their faith? What are the deeper meanings of some Hindu festivals?

 

Knowledge:

  • Learn about Hindu gods and goddesses; worship in the home and the Mandir,; beliefs expressed in stories and Hindu community life.
  • Learn the story of Rama and Sita as part of learning about Diwali
  • Learn about one other Hindu festival

 

Vocabulary:

Religion, Hindu, murtis, gods and goddesses, karma, dharma, spiritual, festivals, ritual, symbol (including Aum symbol), community, commitment, values.

Enquiry Question:  How are religious and spiritual thoughts expressed in arts and architecture and in charity and generosity?

 

Knowledge:

  • Learn about some famous examples of architecture from different faiths across the world, and locally
  • Learn about charities that apply the 'golden rule'
  • Learn about the saying from many religions and world views of 'Love your neighbour as you would love yourself' and apply to current global issues.

 

Vocabulary:

Religion, Christian, Muslim, Hindu, Humanist, spiritual, Golden Rule, charity, karma, dharma, Ummah, place of worship, devotion, community, commitment, values, compassion.

Enquiry Question: What was the Kindertransport? Who resisted and who rescued? How can we be 'Upstanders' today?

 

Knowledge:

  • Learn about pre-war Jewish life, including the impact of persecution and discrimination, in Germany.
  • Learn about the Kindertransport and the concept of refuge.
  • Learn about the work of the National Holocaust Centre and Museum as a place of remembrance.

 

Vocabulary:

Religion, harmony, respect, persecution, prejudice, Beth Shalom, remembrance, bystander, upstander.

Skills

  • Observe
  • Name
  • Describe
  • Explain
  • Express own understanding
  • Make inferences from stories
  • Gather information from various sources
  • Make connections
  • Express their own views
  • Apply skills
  • Research
  • Reflect on big questions
  • Respond thoughtfully
  • Express themselves creatively
  • Reason
  •  

All Vocabulary

Religion, Christian, Muslim, Islam, Hindu, Jewish, spiritual, Christmas, Easter, Pentecost, Harvest Festival, worship, prayer, sacred, church, mosque, mandir, gods and goddesses,  New Testament, Trinity, ritual, liturgy, Prophet, Exodus, Law-giver, Messiah, Allah, Qur'an, inspiration, role-model, commitment, values.

Religion, Christian, Muslim, Hindu, Humanist, belief, beliefs, life after death, destiny, worship, devotion, ritual, soul, spiritual, heaven paradise, pilgrim, pilgrimage, murtis, gods and goddesses, karma, dharma, festivals, symbol (including Aum symbol), community, self-expression, commitment, values.

Religion, Christian, Muslim, Hindu, mahatma, holiness, spiritual, inspiration, vision, symbol, atheist, agnostic, festival, incarnation, resurrection, Christmas, Easter, Pentecost, Eucharist, Gospel, trinity, Holy Spirit, Golden Rule, charity, karma, dharma, Ummah, place of worship, devotion, community, commitment, values, compassion, 5 pillars, Prophet, Allah, Imam (faith), akhlaq (character/ moral conduct), murtis, Brahman, gods and goddesses, ahimsa,

Religion, moral codes, Ten commandments, Letters of StPaul, Trinity, Incarnation, Holy Spirit, Buddhist Precepts, sources of wisdom, Torah, Bible, Qur'an, Hadith, Humanist, rationalist, inter-faith, harmony, tolerance, respect, moral values, religious plurality, atheist, agnostic, charity, ahimsa, ummah, agape, justice, faith harmony, respect, persecution, prejudice, Beth Shalom, remembrance, bystander, upstander.

 

 

Sticky knowledge

Name and understand the basic reasons for at least two Christian Festivals.

 

Know that a church is a Christian place of worship, a mosque is a Muslim place of worship and a Mandir is a Hindu place of worship.

 

Know that Jewish people, Muslims and Christians share many Old Testament stories.

 

Be able to talk about stories

 from the Old and New Testaments.

 

 

Know that Muslims believe that Mohammad was the most recent prophet of God/Allah, after others like Abraham, Moses and Jesus.

 

 

Be able to talk about religious and non-religious ways of celebrating significant life events.

 

Know what a pilgrimage is: match some pilgrimage destinations to different religions.

 

Know that 'hymn' means 'a song of praise'.

 

Know that Diwali is a Hindu festival celebrated around the world. Know that Leicester is famous for its Diwali celebrations.

Be able to talk about someone they find inspirational.

 

Explain the significance to Christians of at least two of Christmas, Easter and Pentecost.

 

Be able to express their own beliefs about the existence of God and show that they know it is okay for other people to have different beliefs.

 

Know what the 'Golden Rule' is and be able to give examples of what some different groups, religious and/or non-religious do that follows this global rule.

Be able to talk about the source of some 'words of wisdom' that resonates with them.

 

Be able to discuss whether being a good citizen includes understanding about other people's beliefs.

 

Understand the concept of charity and be able to talk about a charity that they are familiar with.

 

Ba able to explain what the Kindertransport was and why it was necessary.

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