RE
Curriculum Intent
Religious education enables children to investigate and reflect on some of the most fundamental questions asked by people. At Gateway Academy we develop the children’s knowledge and understanding of the major world faiths, and we address the fundamental questions in life. We enable children to develop a sound knowledge of world religions, especially those that are the main faiths of children within our school. Children reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help the children learn from religions as well as about religions.
We want children to:
- develop an awareness of spiritual and moral issues in life experiences
- develop knowledge and understanding of Christianity and other major world religions and value systems found in Britain
- develop an understanding of what it means to be committed to a religious tradition
- be able to reflect on their own experiences and to develop a personal response to the fundamental questions of life
- develop an understanding of religious traditions and to appreciate the cultural differences in Britain today
- develop investigative and research skills and to enable them to make reasoned judgements about religious issues
- have respect for other peoples’ views and to celebrate the diversity in society
The Curriculum
Our school curriculum for religious education meets the requirements of the 1988 Education Reform Act (ERA). The ERA stipulates that religious education is compulsory for all children. Parents do have the right to withdraw their children from RE lessons. Should any parent wish to exercise this right they are asked to speak to Ms Lochner, the Headteacher.
At Gateway, RE is taught within the framework of the Westminster Agreed Syllabus. The requirements set out in this syllabus indicate that a minimum of 5% of curriculum time should be used for teaching RE. This amounts to 45 minutes each week in Key Stages 1 and 2.
Children study “Big Questions” within religious faiths and also compare the religious views of different faith groups on topics such as rites of passage or festivals. Children have opportunities to discuss religious and moral issues amongst themselves as well as with visitors, use computers (working individually or in groups) and are given the opportunity to prepare presentations and share these with other members of the school in assemblies.
Early Years Foundation Stage (EYFS)
For children in the Foundation Stage, RE teaching is integrated in the Early Learning Goal relating to Knowledge and Understanding about the World. Children learn about basic themes such as celebration, new life and family and explore these concepts within different religions, primarily through storytelling and class discussion.
Key Stage 1 (Years 1 and 2)
In Key Stage 1, RE is taught distinctly on a weekly basis. Children learn about concepts such as ‘change’, ‘specialness’, ‘belonging’, and ‘ritual’, by considering their own experiences of these themes and then relating these ideas to religious contexts. For example, in Year 1 children learn about special people in their lives and then relate this to special figures in different religions. Christianity and Judaism are the main religions taught within this Key Stage.
Key Stage 2 (Years 3 to 6)
In Key Stage 2, RE lessons are also taught weekly. The main religions taught within Key Stage 2 are Islam, Christianity and Hinduism. Children learn about religious concepts in more detail using a range of teaching and learning strategies, such as brainstorming, drama and hot-seating, class discussion and debate, re-telling, sequencing and ordering pictures and extended writing activities. Links are made with the learning across many curriculum areas, particularly Literacy, History, PSHCE and ICT.
The curriculum overview for the school is as follows:
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1 |
2 |
3 |
4 |
5 |
6 |
Reception |
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Concept: celebration
Why are birthdays special? |
Concept: storytelling Why do people read/tell stories? |
Concept: celebration/new life Are all celebrations happy? |
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Year 1 |
Concept: special clothes When might we wear different clothes? |
Concept: light as a symbol How does light make you feel? CHALLAH BREAD CHURCH VISIT |
Concept: change Can other people change who we are? |
Concept: symbol of darkness to light How does light make you feel? |
Concept: special Only a person can be described as special. Do you agree? |
Concept: creation Could some people have different beliefs about the way that the world was created? |
Year 2 |
Concept: Rules Is the world a better place because we have rules? |
Concept: Special Birthdays Are birthdays important? |
Concept: remembering Should we only remember happy events? |
Concept: welcoming How does it feel to be welcomed?
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Concept: specialness Are all places of worship similar? ST PAUL’S VISIT |
Concept: God Is God the same for everyone? NB: Many Muslims regard God of Abrahamic religions as the same. |
Year 3 |
Concept: Belonging How can we feel a sense of belonging? |
Concept: protection Raksha Bandan What does a protector look like?
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Concept: worship Should worship be private and personal or social and sharing? |
Concept: remembering Does remembering help us to be grateful? |
Concept: Remembering Are death ceremonies for remembering or celebrating? |
Concept: Devotion Devotion should be saved for religion and family only. Do you agree? |
Year 4 |
Concept: symbol Can a tree be good or bad? |
Concept: holy If someone is sacred, their life is easy. Do you agree? |
Concept: divinity What is a miracle?
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Concept: ritual If you removed one part of a ceremony, would it be the same ceremony? |
Concept: Sacrifice What is the purpose of sacrifice? |
Concept: Ritual Sukkot In order to empathise with someone, we must experience the world as they have? |
Year 5 |
Concept: good/evil Should stories teach us lessons or about humankind? RANGOLI RUGS |
Concept: Samsara Interpretation Everything comes to an end. Do you agree? NEASDEN TEMPLE DIWALI DANCE WORKSHOP |
Concept: ritual How does completing a ritual leave a person feeling? |
Concept: symbol A symbol is successful if it is understood by everyone in the same way. Do you agree? |
Concept: Persuasion Should Christians go to war? |
Concept: symbol Pilgrimage Can a person be a pilgrim if they are not religious? |
Year 6 |
Concept: Humanism The Golden Rule Can/should all groups of people follow the same set of rules? |
Concept: Interpretation Is it negative or positive that we all see the world differently? |
Concept: good/evil and avatars Why do you think everyone has different talents and abilities? How should we use our unique talents? |
Concept: resurrection Do our beliefs about death affect how we live our lives? |
Humanism – River of Life Life is like a river. Do you agree? |
Concept: Rituals Prayer is the most valuable religious ritual. Do you agree?
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Recent Projects
Year 5 trip to Neasden Temple
This week pupils from Year 5 visited the largest Hindu Mandir outside of India. Neasden Temple is located near Wembley Football Stadium and was opened in 1995. The children were given a guided tour of one of the most stunning religious buildings in London.