BARCROFT Religious Education – Curriculum Overview

‘World events in the 21st century draw attention to the continuing power and significance of religious belief and other beliefs and philosophies in shaping human minds and communities. An understanding of different faiths and beliefs has never been more

relevant’ Walsall SACRE

The themes of EYFS RE

Pupils should encounter religions and world views through special people, books, times, places and objects and by visiting places of worship. They should listen to and talk about stories. Pupils can be introduced to subject specific words and use all their senses to explore beliefs and practices. Children will have opportunity to reflect on their own feelings and experiences through role play, circle time reflection and class discussion. Children will be encouraged to use their imagination and curiosity to develop their appreciation of wonder at the world in which they live.

TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6

EYFS Special People: Which people are special and why? Children will talk about who are special to them. They will identify some of the qualities that make a good friend. They will recall stories about special people of differing religions and think about what we can learn from them. Key Vocabulary Belonging, special, family, friends, school, different, unique

Special Stories: What stories are special and why? Children will identify some of their own feelings in stories they hear and begin to develop religious words. Such as ‘God’. Children will explore stories from religious sources. Key Vocabulary God, celebrate, kindness, follow School visitor to discuss experience of Diwali Diwali dance workshop

Special places: What places are special and why? Children will begin to notice that some religious people have places which have a special meaning for them. They will talk about the things that are special and valued in a place of worship. They will have opportunity to talk about somewhere that is special to themselves and notice where they can go to find calmness. Key Vocabulary Church, Gurdwara, Mosque, together

Special times: What times are special and why? Children will give examples of special occasions and suggest features of a good celebration. They will begin to recall simple stories connected with Easter and make comparisons with previous celebrations of Eid and Diwali. Children will begin to develop awareness of special times for different people. Key Vocabulary Festival, feast, light

Being special: Where do we belong? Children will begin to re tell religious stories and make connections with personal experiences. They will have the opportunity to share and record occasions when things have happened in their lives that made them feel special. Key Vocabulary Stories, follow, prayer, experience School visitor to share experiences -Eid

Special world: What is special about our world and why? Children will talk about things they find interesting, puzzling or wonderful. They will begin to think about the wonders of the natural world and express ideas and feelings about how to take care of it. Key Vocabulary World, natural, amazing, happy, sad, care, kindness, pollution, recycle Investigate the local environment/school grounds

BARCROFT Religious Education – Key Stage One Curriculum Overview

The themes of Key Stage 1 RE Throughout Key Stage One, children will encounter a variety of beliefs. This will include what people believe about God, humanity and the natural world. A variety of religious stories will be used with children to deepen their understanding of faiths and their beliefs. Stories will also allow children to understand how and why some stories are sacred and important in religion. As well as learning about key faiths, children will develop their understanding of religions by looking at faiths’ celebrations; why they are celebrated and how they are celebrated. Children will be taught to recognise symbols for key faiths and how they express religious meaning for others. Once children have this basis of knowledge, they will then begin to apply this to themselves and the local community. This will involve children exploring figures who have an influence on others locally, nationally and globally in religion. It is of vital importance that children also reflect on their own beliefs, exploring where and how people belong and why belonging is important. They will discover their own personal uniqueness as a person in a family and community and learn to celebrate everybody’s differences. Throughout their Key Stage One journey, children will visit places of worship and will focus on symbols and feelings. They will have opportunity to listen to and respond to visitors from local faith communities. Throughout the year children will use Art, DT, Music and Dance to develop their creative talent and imagination. Children will have the opportunity to use ICT to explore religion and beliefs through virtual tours of scared places.

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YEAR 1 Y1C Stories about Jesus Children will read and discuss a variety of biblical stories during this unit. This will allow children to deepen their understanding of Christian beliefs, and understand why people see God as an important holy figure. Children will have opportunities to not only retell the story, but

Y1A How and why do people celebrate? Children will explore the question ‘How and why do people celebrate?’ Children will consider celebrations such as, the birth of a baby, weddings, birthdays, Eid,

Y1D Beginning to learn about Sikhism During this term, pupils will begin to focus more carefully on the Sikh faith. Children will learn about Guru Nanak and the key religious symbols such as the 5 Ks. The school and

Y1D Beginning to learn about Islam Children will begin to widen their knowledge of the Islamic faith. This will include looking at the holy place of worship and the holy book. Comparisons between Sikhism and religion will allow children to

Y1B How do we say thank you for the Earth? (including creation story and life cycles) Children will learn about different cycles of the year including creation, harvest and giving thinks. Children will explore how these festivals are

Y1b How do we say thank you for the Earth? (including creation story) To further explore this unit of learning, children will discuss what these festivals mean to them and make links with their own personal experiences.

also role play the stories with their peers. Key Vocabulary God Jesus Biblical stories Miracles Beliefs Holy figure Holy book

Diwali and Christmas. They will discuss the importance of christenings, what marriage means, how weddings differ around the world and the significance of a Christmas wreath. Pupils will have the opportunity to perform a Christmas Carol concert in a local church. Key Vocabulary Celebrations Festivals Christening Baptism Font Wreath Christmas Birthdays Weddings Vows Proposals Eid Mubarak Eid al-fitr Fasting Ramadan Diwali Light Mehndi Rangoli

wider community will be an invaluable resource in bringing learning to life, allowing pupils to share and discuss experiences of religious events. A school visit to the local Gurdwara also helps pupils to understand key features of the faith and ask questions to clarify their learning. Key Vocabulary Kirpan Kachera Kara Kesh Kanga Sikhism Guru Granth Sahib Gurdwara Symbols

deepen their understanding. Key Vocabulary Muslim Islam Ramadan Fasting Mosque Quran Allah Prayer Mat

celebrated across a variety of cultures both around the world and within our community. Key Vocabulary Creation story God Sin Harvest Giving Thanks Celebrations Festivals Cultures Faiths Communities

The creation story will be explored in further detail, giving children plenty of both writing and artistic opportunities. Key Vocabulary Creation story God Sin Harvest Giving Thanks Celebrations Festivals Cultures Faiths Communities

YEAR 2 Y2A A world of festivals (Hindu, Jewish, Christian, Muslim) Children will explore a range of different religions and festivals. This learning will build on the festivals topic, Let’s Party, in Year 1 and poses opportunities for pupils to research and share their findings. The children will also explore where these festivals may take place, places of worship, and which holy books may be used. To further pupil learning opportunities, children will be asked to explore and compare similarities and differences between faiths. Key Vocabulary Festivals Communities Worship Holy figures Holy book Christmas God Wreath Advent Muslim Islam Eid Mubarak Eid Al-Fitr Ramadan Fasting Hannukah

Y2C Beginning to learn from Sikhism Children will widen their knowledge of Sikhism during this term, by learning about the special place of worship and the Sikh holy book. Children will take a trip to the local Gurdwara to learn about cultural similarities and differences. This will include writing a recount about their trip to the Gurdwara and what this has taught them about the Sikh faith. Key Vocabulary Kirpan Kachera Kara Kesh Kanga Sikhism Guru Granth Sahib Gurdwara Symbols

Y2C Beginning to learn from Islam Children will widen their knowledge of the Islamic faith. This will include looking at the holy place of worship and the holy book. Pupils will visit a mosque, either virtually or in reality, to immerse themselves in their learning. Children will then deepen their understanding from previous RE topics by comparing a variety of religious practices. Key Vocabulary Muslim Islam Eid Mubarak Eid Al-Fitr Ramadan Fasting Mosque Quran Allah Prayer Mat

Y2B What does Easter mean to Christians? Children will build upon their prior knowledge of Christianity in order to understand why Christians celebrate Easter. Children will delve deeper in to Christianity, looking at symbols of Easter, the moral behind the Easter story, and also recreating a retell of this religious narrative. Key Vocabulary Christianity God Jesus Easter Crucifixion Betrayal Good Friday Easter Sunday Palm Sunday

Y2D Questions that puzzle us During this unit, children will draw upon prior knowledge to help them think about the bigger questions in life. The topic Questions that Puzzle Us, opens discussions about what people believe in and whether we have to believe the same as everybody else. This unit of learning will provide circle time opportunities and time for children to reflect on what they have learned about a variety of faiths. Key Vocabulary Creation Evolution Scientific Beliefs Religions Faiths Individuality Celebrations

Y2D Questions that puzzle us This topic also lends itself to make many RSE links, allowing the children to discuss other beliefs and explain why we have to be respectful to others. This will give children a sense of belonging within their family and community; having a sense of their uniqueness and why we should celebrate this with each other. Key Vocabulary Creation Evolution Scientific Beliefs Religions Faiths Individuality Celebrations

Judaism Hindu Holi

BARCROFT Religious Education – Key Stage Two Curriculum Overview

The themes of Key Stage 2 RE

Beliefs and questions: how peoples beliefs about God, the world and others impact on their lives.

Teachings and authority: what sacred texts and other sources say about God, the world and human life.

Worship, pilgrimage and sacred places: where, how and why people worship, including at particular sites.

The journey of life and death: why some occasions are sacred to believers, and what people think about life after death.

Symbols and religious expression: how religious and spiritual ideas are expressed.

Inspirational people: figures from whom believers find inspiration

Religion and the individual: what is expected of a person following a religion or belief.

Religion, family and community: how religious families and communities practise their faith, and the contributions this makes to local life.

Beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment.

Children will encounter religion through visitors and visits to places of worship, virtual visits and discussion about the global community. Children will discuss religious and philosophical questions, giving reasons for their own beliefs and those of others. There will be opportunity to reflect on their own insights of life and further develop awareness of religion and global beliefs. Throughout the year children will participate with visits to special places of worship and develop understanding of their rights and responsibilities of diversity and equality.

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YEAR 3 Y3B Why are holy books important? Children will develop a deeper understanding of different faiths introduced in Year 2. They will explore why different holy books are important to people; constantly exploring fundamental British Values of mutual

Remembrance- what can we learn from WW1 in RE? Children will consider and evaluate accountability and will raise questions as to why the war occurred and who was accountable- looking at different viewpoints. Children will develop an

Y3A Holy buildings and sacred spaces? Children will deepen their understanding of different faiths by exploring what is scared and which places are scared to people of different faiths. They will consider the Church, the

Y3C Why do people make pilgrimages? Children will continue to expand their understanding of the different faiths from previous terms by exploring scared journeys and pilgrimages. They will explore the pilgrimages undertaken by

Y3C Why do people make pilgrimages? Children will develop their knowledge of pilgrimages, and are to look more closely at the example of Moses taking his people across the sea. They will explore the reasons and

Y3D What makes Jesus inspirational? Children will reflect on what inspiration is and who is inspirational this term, with a focus on Jesus, the Gospels, other peoples’ views on Jesus and symbolic language.

respect for and tolerance of those with different faiths and beliefs and for those without faith. Key Vocabulary Importance. Differences. Understanding. Tolerance. Respect.

understanding of events in the war from a religious viewpoint, exploring the role of Sikhs in the war, the Christmas Truce and whether all people were involved. Knowledge will be developed over the course of this term to have a whole view of different peoples’ experiences and thoughts. Key Vocabulary Remembering. Developing. Understanding. Appreciation. Empathy. Resilience. Beliefs Local visitors to school – war veterans. World War workshops

Mosque, the Gurdwara and the Mindir. They will further explore the sacred placed for people who hold no faith and reflect again on what makes something sacred. Visit to St Giles Church. Key Vocabulary Importance. Differences. Understanding. Tolerance. Respect. Sacred. Special. Exploring

Hindu, Muslim and Christian people and what the meaning behind these special journeys are. Again, children will consider what journeys are special to them and what a person of no faith would consider a sacred journey. Pupils will participate in a visit to Willenhall Gurdwara as part of Vaisakhi Week. Key Vocabulary Experiences. Sacred. Determination. Understanding. Beliefs. Dedication. Devout. Sacrifice.

feelings through role play and play scripts and will evaluate their own journey through life. Key Vocabulary Experiences. Sacred. Determination. Understanding. Beliefs. Dedication. Devout. Sacrifice.

Key Vocabulary Importance. Differences. Understanding. Tolerance. Respect. Understanding. Beliefs. Visitor to school to discuss Islam and visit to local Mosque.

YEAR 4 Y4D Finding reasons to care. Through a range of religious stories, including Good Samaritan The Prodigal Son Zacchaeus and the crucifixion of Jesus, children will consider questions about caring and fairness. They will develop understanding of how stories from scripture have an influence on Christianity today. Children will explore, question and respond to the stories, teachings and experiences of fairness. They will examine what unfairness means and the importance of caring for others. Key Vocabulary Importance. Differences. Understanding. Tolerance. Respect. Exploring. Fairness Unfair Influence

What can we learn from WW1 Through our Remembrance topic children will investigate what they can learn from WW1 in RE? Children will build on their existing knowledge of different faiths and they will examine their roles during the war. They will look at the impact of war on the local and wider community. The children will discuss, compare and debate some key aspects of war. They will have opportunity to share their own opinions of war. Key Vocabulary Remembering. Developing. Understanding. Appreciation. Empathy. Resilience. Beliefs. Sacrifice

Y4A What is it like to be a Hindu? During our RE lessons children will investigate a new question each week. We will discuss and debate each question before recording their findings in a variety of ways. What is it like to be a Hindu? What does the journey of life mean to us? What do Hindus believe about god? Why do Hindu people worship in many gods and goddesses? How do Christian communities use and enjoy music to express their beliefs about god? What do Christians believe about life after the death of Jesus? Key Vocabulary Importance. Differences. Understanding. Tolerance.

Y4C Questions on life’s journeys- Hindu & Christian. Children will explore Christian and Hindu beliefs about God and about life’s journey through a range of stories, examples, and practices. Children are encouraged to make thoughtful and creative responses to a belief question for themselves e.g. Where is God? What happens when we die? Children will explore different ways of seeking answers to questions from different sources, both religious and non-religious. Pupils will participate in a visit to the Gurdwara as part of Vaisakhi Week Key Vocabulary Questioning. Exploring.

Y4B The five pillars of Islam. During this term, children will build upon their existing knowledge of Islam and will develop a deeper understanding, looking in depth at the pillars of Islam. Key Vocabulary Importance. Differences. Understanding. Tolerance. Respect. Exploring.

Exploring Islam and ways of living: keeping 5 pillars. Children further develop their knowledge of Islam and key practices. There is a focus on the beliefs and concepts associated with the 5 Pillars and their impact on the life of a Muslim. The pupils will be encouraged to think about their own experiences and discuss Islam faith within the local community. Using discussion, ICT presentation skills, research and literacy skills, pupil’s will have opportunities to broaden their knowledge and understanding of religion. Key Vocabulary Importance. Differences. Understanding. Tolerance. Respect. Exploring.

Local visitors to school – war veterans. World War workshops

Respect. Exploring. Hypothesising.

Seeking answers. Faith sources

YEAR 5 Y5A Explore the work of Christian Aid and Islamic relief- can they change the world? Children to further develop their understanding from the topic of Anglo Saxons, which was taught in Year 4 to make links to different Gods through Viking Pagan beliefs. Children will study Gods, for example, Thor, Odin, Loki and research their significance during the Viking era. Discrete RE: Explore the work of Christian aid and Islamic relief- can they change the world? Diwali Dance workshop African workshop Harvest – assembly Key Vocabulary Christian aid

Continued: Explore the work of Christian aid and Islamic relief- can they change the world? Visitor or workshop linked to Remembrance. Remembrance what can we learn from WW1 in RE? Remember, reflect and empathise with soldiers from the first world war. Explore the story of Dr Noel, who worked as a doctor on the front line. Investigate connections with Dr Noel’s faith as a Christian and his actions as a soldier-doctor. Learn about a Sikh soldier in the British army during the Great War and consider how people from different religions use their scriptures.

Y5B Commitments and meanings- Hindu, Muslim, Christian. Who is inspiring - Muslims or Christians? The children will further develop their understanding of the 5 pillars of Islam and the understanding of Christian principles through bible stories, through discussion and reflection through links and stories about different religions. Key Vocabulary Qur’an Teachings Charity Allah Zakat Muslim Ummah Community Belonging Islam

Commitments and meanings- Hindu, Muslim, Christian. Children to build on prior knowledge of Jesus. The children will further understand the Christian belief in sacrificial love as shown in the life and teachings of Jesus. Children will explore the idea of the last supper and consider the idea that Jesus came as a servant or sacrifice, not as a ruler or king. Considering the acquisition of vocabulary children will explore religious vocabulary and use it to describe aspects of lives and teachings of inspiring leaders and inspirational people, giving examples of how these have influenced the lives of followers

Y5C Respect for all: what will make Walsall a more respectful place? Respect for all: what will make Walsall a more respectful place? Respectfulness is a thread that is interwoven in all areas of the creative curriculum Key Vocabulary Respect Walsall Religion Society Diversity Migration Culture Community Mixed poverty

Y5D Muslims or Christians – Who is inspiring? Children will explore what makes a hero. Who do they think of when they hear the word ‘hero?’ Could it be someone they look up to? Children will think about the key qualities these people have. Explain the actions or ideas that made these people such an inspiration. Children to identify and describe the qualities of a good leader and then reflect on their own experience of being a leader and a follower. Children will investigate the links between religious leaders and other kinds of leadership?

Islamic relief Charities Fundraising Respect impact

Christmas story Key Vocabulary Remembrance Reflect remember Poppy Fallen soldiers Respect Brave Heroes of war Trenches

Pupils may participate in a visit to the Gurdwara as part of Vaisakhi Week Key Vocabulary Commitments Dedicated Devoted Loyal Priority Differences Sacrifice Jesus Christian Belief Commitment Teachings Love

Key Vocabulary Inspiration Hero Role model Leader personalities Celebrities characteristic

YEAR 6 Y6A Sikhs and Hindus: Who is inspiring? Inspirational Founders and Leaders Children will describe and make connections between different religions and study these in depth, including Hinduism and Sikhism. Children will then use their skills to describe and understand links between stories. They will retell and

Continued: Sikhs and Hindus: Who is inspiring? Inspirational Founders and Leaders

Children will continue to embed their knowledge and understanding of what they learnt in the first term. This unit will allow children to use their skills and explore, question and respond to the stories, teachings and experience of

Y6B Values: what matters most? Exploring right and wrong with Christians and Humanists: an RE investigation Children will identify and investigate values in human life. They will link their own values with references to the values of Christians and Humanists.

Y6C What can we learn from religions about temptation? Using their prior knowledge from the previous terms, children will be presented with a wide range of questions of good and evil, right and wrong and use their ideas to think through about temptation. Children will also become familiar with stories of temptation and ritual practice from

Continued: What can we learn from religions about temptation? Children will continue with their learning from the previous term. Key Vocabulary Temptation Right Wrong Islam Christianity Stories Religions

Y6D How do we express our spiritual ideas? Examples

from Muslims,

Sikhs and

Christians

Visitors or

parents to

come into

School and

discuss their

spiritual ideas

Children will be

encouraged to

think for

themselves

about questions

understand the creation stories between Sikhism and Hinduism and explore the similarities and differences

between the two. Key Vocabulary

Founders Inspirational Leaders Sikhism Hinduism Comparisons Respect Understanding Gurdwara Mandar

Pupils participate in an African Dance Workshop for Black History Week

inspirational people and religious leaders from Hinduism and Sikhism. The children will learn the importance of what makes a good leader, the lives of inspirational leaders, both religious and non-religious. Pupils will create and use timelines of events, stories, art and artefacts to explore the significance of founders and leaders from the origins of the two different religions. Pupils will ask and answer questions such as: What makes the lives of the Gurus so inspiring? Why do Hindus have many gurus, and how do people like Gandhi or Pandurang Shastri Athavale? Key Vocabulary Sikhism Hinduism Guru Religions Respect Links Experiences Gurdwara Mandar

Children will use their own knowledge and their learning to investigate and communicate which stories make a difference to our lives. Children will also be encouraged to consider what they can learn from both Humanist and Christians views and ideas. Key Vocabulary

Humanist Christians Respect Church Differences Similarities Experiences Views Diversity

Islam and Christianity, Children will be encouraged to consider what can be learned from stories, examples and teachings of the Muslims and the Christians, referring to their own experiences, beliefs, commitments and values. Key Vocabulary Temptation Right Wrong Islam Christianity Stories Religions Pupils will participate in a visit to the Gurdwara as part of Vaisakhi Week

linked with the

meaning,

history and

spirituality

behind the

works studied.

Children will be

encouraged to

consider what

can be learned

from these

expressions of

faith by

referring to their

own

experiences,

beliefs and

values.

Key Vocabulary History Spiritual Ideas Muslims Sikhs Christians Stories Religions Understanding

Inspirational people Religious Leaders