We are currently in the process of developing our new RE curriculum to ensure that as a Church of England School, we ensure 2/3rds of our time is spent in building our children’s understanding of Christianity. To support us in this we will be using the ‘Understanding Christianity’ teaching resources.
The foundation stage describes the phase of a child’s education from the age of 3 to the end of reception at the age of 5 years. Religious education is statutory for all registered pupils on the school roll.
During the foundation stage, children begin to explore the world of religion and belief in terms of special people, books, times, places and objects, visiting places of worship and through celebration. Children listen to and talk about stories.
They are introduced to specialist words and use their senses in exploring religious beliefs, practices and forms of expression. They reflect upon their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live. The contribution of religious education to the early learning goals. The early learning goals set out what most children should achieve by the end of the foundation stage. The six areas of learning identified in these goals are:
- personal, social and emotional development
- communication, language and literacy
- mathematical development
- knowledge and understanding of the world
- physical development
- creative development
Religious education can make an active contribution to all of these areas but has a particularly important contribution to make to the following goals.
Throughout the foundation stage, children are introduced to the world of religion and belief through focusing on special people, places, objects, stories, music and celebrations. They learn to recognise that religion is important to some people in their local community. They reflect on what is important to themselves and others. They engage with RE through a range of resources especially stories, artefacts, pictures, posters, ICT and simple songs, dance and drama. They reflect on and share their own feelings and become aware of the feelings of others.
Key Stage One
Throughout Key Stage 1 children explore Christianity and one religion from Hinduism, Islam or Judaism as the focused religions. They learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials.
They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion for believers, especially other children and their families. Children ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to themselves and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging.
Experiences and opportunities
- visiting places of worship, focusing on symbols and feelingsâ€‹
- listening to and responding to visitors from local faith communities
- using their senses and having times of quiet reflection
- using art and design, music, dance and drama to develop their creative talents
- sharing their own beliefs, ideas and values, and talking about their feelings and experiences
- beginning to use ICT to explore religions and beliefs as practised in the local and wider communities.
Key Stage Two
Throughout Key Stage 2, children learn about Christianity, Hinduism, Islam and Judaism, recognising the impact of religion locally, nationally and globally. They make connections between different aspects of religion and consider the different forms of religious expression. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognise diversity in religion and belief, learning about similarities and differences both within and between religions and beliefs and the importance of dialogue between them.
They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their ideas clearly, recognising other people’s viewpoints. They consider their own beliefs and values and those of others in the light of their learning in Religious Education.
Experiences and opportunities
- encountering religion through visitors and visits to places of worship, and focusing on the impact of religion and belief on the local and global community
- discussing religious and philosophical questions, giving reasons for their own beliefs and those of others
- considering a range of human experiences and feelings
- reflecting on their own and others’ insights into life and its origin, purpose and meaning
- expressing and communicating their own and others’ insights into life through art and design, music, dance, drama and ICT
- developing the use of ICT, particularly in enhancing pupils’ awareness of religions and beliefs globally.