RE

Religious Education Curriculum Statement

Religious Education is provided in accordance with the agreed Wakefield syllabus for Religious Education. The aim of our Religious Education curriculum is to support our children to learn all about and engage with religious beliefs and practices and to develop an awareness of spiritual, moral, social and cultural issues. We also foster in our children a respect for other peoples’ views and to celebrate the diversity in society. Through acquiring knowledge and an understanding of religious beliefs and practices through the teaching of our Religious Education curriculum, our children grow in confidence and are able to ask appropriate questions, and can form and express their own opinions and beliefs. Our Religious Education curriculum provides lots of enjoyable learning opportunities, such as role play, drama, discussion, debate and visits. We also encourage and promote links with the local community and churches.

Curriculum map

Key Stage 1 

Year 1 RE – Christianity and Christmas

Year 1 RE – Easter

Year 1 RE – Jewish beliefs

Year 1 RE – Muslim beliefs

Year 2 Belonging to a faith or community

Year 2 celebrate sacred times

Year Two RE Caring for others knowledge organiser

Year 2 RE – Easter knowledge organiser

Year 2 Sacred Places

Year 2 Why do Christians celebrate Christmas

Key Stage 2

Year 3 Why do people pray

Year 4 What does it mean to be a Hindu in Britain today?

Year 4 Deciding on what is right and wrong

Year 4 Why is Jesus inspiring to some people?

Year 4 Why are festivals important to religious communities?

Year 4 – Why do people think life is like a journey?

Year 5 God is everywhere – why go to a place of worship

Year 5 What does it mean to be a Muslim in Britain today

Year 5 What would Jesus do

Year 5 Why do some people think God exists

Year 2 and Year 5 Remembrance Day Display

Lower Foundation Remembrance Day Display

Diwali in Lower Foundation

Year 5

In Year 5, the children read different statements and had to move along a continuum line on the floor in response to the statements. The continuum included ‘Proved’, ‘Very Strong Evidence’, ‘Some Evidence’, ‘Possible but Uncertain’, ‘Some Evidence Against’, ‘Strong Evidence Against’ and ‘Disproved’. The children explained why they chose that part of the continuum for the different statements that were shared.