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RE

RE Key Skills Acquisition

 

Development matters EYFS

Reception

NC RE – pupils should be taught

Year one

Year two

They know about similarities and differences between themselves and others, and among families, communities and traditions.

Help children and parents to see the ways in which their cultures and beliefs are similar, sharing and discussing practices, resources, celebrations and experiences.

 

Strengthen the positive impressions children have of their own cultures and faiths and those of others in their community, by sharing and celebrating a range of practices and special events.

Invite children and families with experiences of living in other countries to bring in photographs and objects from their home cultures including those from family members living in different areas of the Uk and abroad.

 

Help children to learn positive attitudes and challenge negative attitudes and stereotypes.

 

Visit different parts of the community including areas where some children may be very knowledgeable e.g. Chinese supermarket, local church, Greek café.

 

Share stories that reflect the diversity of children’s experiences.

 

Invite people from a range of cultural backgrounds to talk about aspects of their lives or the things they do in their work, such as volunteer who helps people become familiar with the local area.

 

Which stories are special and why? – believing

 

Which people are special and why? – beliefs

 

Which places are special and why? – expressing

 

Which times are special and why? – expressing

 

Where do we belong? – living

 

What is special about our world? – living

Pupils should develop their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should use basic subject specific vocabulary.

 

Know and understand.

Pupils should be taught to:

Recall and name different beliefs and practices including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them.

 

Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the traditions from which they come.

 

Recognise some different symbols and actions which express a community’s way of life, appreciating some similarities between communities.

 

Express and communicate

They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas.

Pupils should be taught to:

Ask and respond to questions about what individuals and communities do and why so that pupils can identify what difference belonging to a community might make.

 

Observe and recount different ways of expressing identity and belonging responding sensitively for themselves.

Notice and respond sensitively to some similarities between different religions and worldviews.

 

Gain and deploy skills.

 

They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas.

 

Pupils should be taught to:

Explore questions about belonging, meaning and truth so they they can express their own ideas and opinions in response using words, music, art or poetry.

 

Find out about and respond with ideas to examples of co-operation between people who are different.

 

Find out about questions of right and wrong and begin to express their ideas and opinions in response.  

Who is Christian and what do they believe? – believing.

 

What makes some places sacred? – expressing.

 

How and why do we celebrate special and sacred times. – expressing.

 

What does it mean to belong to a faith community? – living

Who is a Muslim and what do they believe? – believing

 

Who is Jewish and what do they believe? - Believing

 

What can we learn from sacred books? – believing

 

How should we care for others and the world, and why does it matter? – living

 

 

Knowledge and understanding by the end of KS1

Know about and understand

Express and communicate

Gain and deploy skills

I can recall and name different beliefs and practices, including festivals, worship, rituals and ways of life.

 

I can explain the meanings behind different beliefs and practices.

I can ask and respond to questions about what communities do.

 

I can ask and respond to questions about why communities do different things.

 

I can identify what difference belonging to a community might make.

I can explore questions about belonging, meaning and truth.

 

I can express my own ideas and opinions in response using words, music, art or poetry.

I can retell and suggest meanings to some religious and moral stories.

 

I can explore and discuss sacred writings and sources of wisdom.

 

I can recognise the communities from which stories come.

I can recount different ways of expressing identity and belonging.

 

I can respond sensitively.

I can find out about and respond with ideas to examples of co-operation between people who are different.

I recognise some different symbols and actions which express a community’s way of life.

 

I can explain some similarities between communities.

I can respond sensitively to some similarities between different religions and worldviews.

I can find out about questions of right and wrong.

 

I can begin to express their ideas and opinions.

What we are dong this year...

RELIGIOUS EDUCATION

Reception

Being Special: Where do we belong?

 

Which times are special and why?

Which people are special and why?

What is special about our world?

Which stories are special and why?

Which places are special and why?

Year 1

Who is a Christian and what do they believe?

 

How and why do we celebrate special and sacred times?

What makes some places sacred?

What does it mean to belong to a faith community?

Year 2

Who is a Muslim and what do they believe?

 

Who is Jewish and what do they believe?

How should we care for others and the world and why does it matter?

 

What can we learn from sacred books?

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