<
Skip to content ↓

Religious Education is unique in the school curriculum in that it is neither a core subject nor a foundation subject but the 1988 Education Act states that ‘Religious Education has equal standing in relation to core subjects of the National Curriculum in that it is compulsory for all registered pupils.

Religious Education is taught in our school because it makes:

“a major contribution to the education of children and young people. At its best, it is intellectually challenging and personally enriching. It helps young people develop beliefs and values, and promotes the virtues of respect and empathy, which are important in our diverse society. It fosters civilised debate and reasoned argument, and helps pupils to understand the place of religion and belief in the modern world”. (RE: realising the potential, Ofsted 2013).

At Thames View Primary School, we deliver Religious Education in line with the Medway Locally Agreed Syllabus (‘Reflecting on Religion 2018’). We use the Discovery RE programme as our scheme of work.

Discovery RE meets the requirements of our locally agreed syllabus and is aligned to the non- statutory guidance described above.

By following Discovery RE at Thames View Primary School, we intend that Religious Education will:

  • Adopt an enquiry- based approach as recommended by Ofsted, beginning with the children’s own life experience before moving into learning about and from religion.
  • Provoke challenging questions about the meaning and purpose of life, beliefs, the self, and issues of right and wrong, commitment and belonging. It develops children’s’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development.
  • Encourage children to explore their own beliefs (religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses.
  • Enable children to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society.
  • Teach children to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice.
  • Prompt children to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.
  • Develop a sense of awe, wonder and mystery.
  • Nurture children’s own spiritual development.

Discovery RE covers all areas of RE for the primary phase. Please see the grids below for the specific enquiries for each year group.

Reception

In Reception, children must learn about Christianity and a limited number of other religions chosen by the school. No specific time allocation is given, although most time should be given to work on Christianity.

Year Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
R Christianity
Judaism
Christianity Hinduism Christianity Christianity
Islam
Hinduism
Sikhism
Christianity
Islam
Judaism
What makes people special? What is Christmas? How do people celebrate? What is Easter? What can we learn from stories? What makes places special?

Years 1 and 2

In Key Stage 1, children must learn about at least two different principal religions. These must include Christianity and Judaism.

The expectation is that 36 hours* (around 1 hour per week) is allocated for the teaching of RE.

By the end of Key Stage 1, children should be able to:

  1. Recall in a simple fashion some basic beliefs and practices of Christianity and Judaism including some information about Jesus, Moses, festivals, worship, rituals, symbols and ways of life.
  2. Retell and suggest the meanings of some religious and moral stories mostly from Christianity and Judaism, especially those found in the Christian Bible and Tanakh (Jewish Bible).
  3. Recognise some similar features in both Christianity and Judaism and some differences between them.
  4. Show an emerging understanding of what it means to belong to the religions of Christianity and Judaism.
  5. Begin to express their own views in conversation and writing about what they are learning about Christianity and Judaism.
  6. Begin to reflect on some of the ideas about right and wrong (moral/ethical teaching) of Christianity and Judaism.

*Collective Worship is not part of the taught RE curriculum and so cannot be considered as part of the recommended time for teaching RE at any key stage.

Year Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
1 Christianity Christianity Christianity Christianity Judaism Judaism
Does God want Christians to look after the world? What gifts might Christians in my town have given Jesus if he had been born here rather than in Bethlehem? Was it always easy for Jesus to show friendship? Why was Jesus welcomed like a king or celebrity by the crowds on Palm Sunday? Is Shabbat important to Jewish children? Are Rosh Hashanah and Yom Kippur important to Jewish children?
2 Christianity Christianity Judaism Christianity Judaism Judaism
Is it possible to be kind to everyone all of the time? Why do Christians believe God gave Jesus to the world? How important is it for Jewish people to do what God asks them to do? How important is it to Christians that Jesus came back to life after His crucifixion? How special is the relationship Jews have with God? What is the best way for a Jew to show commitment to God?

 

Years 3 to 6

In Key Stage 2, children must learn about at least four different principal religions. These must include Christianity, JudaismIslam and Sikhism.

The expectation is that 39 hours* (around 1 hour per week) is allocated for the teaching of RE.

By the end of Key Stage 2, children should be able to:

  1. Describe some connections between different features or dimensions within each of the religions and worldviews studied.
  2. Describe in greater detail the beliefs and practices of the four religions prescribed for study and any other worldviews and groups studied.
  3. Demonstrate a greater awareness of the similarities and differences between the diverse religions studied with an emerging understanding of the distinctive features of each religion.
  4. Demonstrate some understanding of the varied beliefs, practices and ways of life of some major groups within specific individual religions and any other worldviews.
  5. Describe, understand and begin to reflect on a wider range of stories and writings found in the four prescribed religions and any other worldviews and groups studied.
  6. Present their own and others’ views on some of the questions about belonging, meaning, purpose, values and truth which arise from their studies, where possible giving reasons for these views.
  7. Present their own and others’ views about right and wrong and on some moral/ethical issues along with varied responses to them.
  8. Demonstrate some understanding of the notion of ultimate questions, especially in relation to questions about the idea of God and some of the different response to these questions.

*Collective Worship is not part of the taught RE curriculum and so cannot be considered as part of the recommended time for teaching RE at any key stage.

Year Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
3 Hinduism Christianity Christianity Christianity Hinduism Hinduism
Would celebrating Divali at home and in the community bring a feeling of belonging to a Hindu child? Has Christmas lost its true meaning? Could Jesus heal people? Were these miracles or is there some other explanation? What is ‘good’ about Good Friday? How can Brahman be everywhere and in everything? Would visiting the River Ganges feel special to a non-Hindu?
4 Judaism Christianity Judaism Christianity Judaism Christianity
How special is the relationship Jews have with God? What is the most significant part of the nativity story for Christians today? How important is it for Jewish people to do what God asks them to do? Is forgiveness always possible for Christians? What is the best way for a Jew to show commitment to God? Do people need to go to church to show they are Christians?
5 Sikhism Christianity Sikhism Christianity Sikhism Christianity
How does a Sikh show their strong commitment to God? Is the Christmas story true? Are Sikh stories important today? How significant is it for Christians to believe God intended Jesus to die? What is the best way for a Sikh to show commitment to God? What is the best way for a Christian to show commitment to God?
6 Islam Christianity Christianity Christianity Islam
What is the best way for a Muslim to show commitment to God? How significant is it that Mary was Jesus’ mother? Is anything ever eternal? Is Christianity still a strong religion 2000 years after Jesus was on Earth? Does belief in Akhirah (life after death) help Muslims lead good lives?

The Owl Crew

The Owl Crew help the children to engage with the process of enquiry. The number of feathers on the chest shows which year group they belong to. Children can ask the owls questions and the owls can also ask questions and provide information to support learning. The owls all have names that mean wisdom or intelligence in a range of languages, reflecting how they support the children’s learning in RE.

Progression in Religious Education
 

  A. Investigate the beliefs and practices of religions and other world views. B. Investigate how religions and other world views address questions of meaning, purpose and value. C. Investigate how religions and other world views influence morality, identity and diversity.
End of KS1 (Year 2 - Age 7) Retell, recognise and find meanings Explore and respond sensitively Begin to express ideas and opinions
End of Lower KS2 (Year 4 - Age 9) Describe, discover more and respond thoughtfully Observe and suggest reasons Suggest reasons and respond thoughtfully
End of KS2 (Year 6 - Age 11) Reflect and make connections between different ideas Consider, compare and contrast Offer ideas and clear responses