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Religious Education

Queen Park Faith Tours: Key stage 2 visited a Gurdwara, Mosque and Church.

Religious Education - Intent and Implementation

RE Curriculum mapping and programme of study

Maples class have been learning about Islam and some of the key practices.

Religious Education Skills Progression 

At Great Horwood school we use the Buckinghamshire agreed syllabus and follow the Oxford Diocese scheme of work alongside units from Understanding Christianity. 

THEOLOGY (BELIEVING)

Knowledge and understanding of: 

  • Key beliefs and practices of a range of world views studied 

  • Where beliefs come from:  texts and stories 

  • How beliefs are interpreted differently and change over time 

As part of the GHW two-year cycle pupils will be taught to: 

YEAR 1

YEAR 2 

YEAR 3 

YEAR 4 

YEAR 5 

YEAR 6 

  • Recognise the core beliefs of the world views studied including Christianity & Judaism. 

  • Identify and name beliefs, places of worship, and religious leaders using simple vocabulary 

  • Recall a variety of religious stories used for different purposes 

  • Recognise religious symbols 

  • Recognise and give a simple account of some of the core beliefs of the religions studied 

  • Suggest the meanings of religions and non-religious symbols 

  • Retell a selection of key stories, making links to the core beliefs 

 

  • Identify the role of some religious figures in the core beliefs and stories (Jesus, Moses, Rama, Sita etc.) 

  • Identify different types of texts within sacred writings (laws, narratives, prayers, poems, story) 

  • Describe the lives of the most important religious figures and their place within the belief system 

  • Suggest meaning for the various kinds of writing found within sacred texts 

  • Identify and describe the role of sacred texts in establishing belief systems and influencing religious leaders 

  • Demonstrate how stories from a range of traditions have been and can be interpreted differently 

  • Use technical & religious language to identify the different writings within sacred texts 

  • Recognise the role of inspiration in the creation of sacred texts and the lives of leaders 

  • Explain the connections and importance between sacred texts and beliefs using theological terms 

  • Give examples of some of the ways that beliefs have changed over time 

HUMAN SOCIAL SCIENCES (LIVING)

Exploring: 

  • How beliefs are expressed,  

  • Participation in faith communities 

  • Diversity of beliefs in action personally, locally and globally 

  • The impact of beliefs on the actions of individuals and communities 

As part of the GHW two-year cycle pupils will be taught to: 

YEAR 1 

YEAR 2 

YEAR 3 

YEAR 4 

YEAR 5 

YEAR 6 

  • Suggest what believers can learn from stories 

  • Give examples of religious practices 

  • Give simple examples of how the stories and beliefs influence the behaviour of believers 

  • Make simple links between beliefs and behaviours 

 

 
  • Give examples of the festivals and rituals that link to key beliefs (Christmas, Easter, Sukkot, Hannukah, Diwali) 

  • Give simple examples of how stories influence the behaviour of believers 

  • Suggest ways that believers show their relationship with God 

  • Give examples of how beliefs are linked to worship and prayer 

  • Identify the key practices of a faith in the family and community 

  • Identify some of the differences between denominations or sects 

  • Describe how beliefs influence worship and guide lifestyle choices 

  • Suggest how stories and teachings might make a difference to the way people think and behave 

  • Make links between the texts studied and the practice of faith in the community and family 

  • Describe the beliefs that have the greatest impact on practice, particularly in relationship to beliefs about God 

  • Identify the key ideas that believers may find helpful or inspiring in guiding them to live a good life 

  • Make clear links and connections between the texts and concepts studied and differences in widespread practice between denominations 

  • Describe the actions of believers in their communities, locally and globally that demonstrate commitment 

  • Recognise the impact that believers’ actions have on their local communities 

  • Show how believers put their beliefs into practice in diverse ways (e.g. different denominations and sects) particularly in questions about life and death 

  • Show how inspiration might play a part in how believers interpret the texts 

  • Show how interpretation of texts might lead believers to take courageous actions and show commitment 

  • Weigh up the impact of believers’ actions globally 

PHILOSOPHY (THINKING)

Making connections to their own and others’ lives by: 

  • Comparing and contrasting 

  • Questioning and exploring beliefs 

  • Using evidence and reasoning to form responses arguments and evaluations 

As part of the GHW two-year cycle pupils will be taught to: 

YEAR 1 

YEAR 2 

YEAR 3 

YEAR 4 

YEAR 5 

YEAR 6 

  • Take part in discussions about their own experiences in the light of the religious knowledge gained 

  • Express their own opinions in an age-appropriate way 

  • Suggest ways that belief affects the way believers live 

  • Make simple comparisons to their own lives 

  • Ask questions about the beliefs and practices of others 

 

  • Talk confidently about their own experiences in the light of the religious knowledge gained 

  • Express their own opinions simply with justification from religious sources 

  • Recognise some similarities and differences between religions and individuals  

  • Talk about the differences that beliefs make to the way people live 

  • Ask questions about the beliefs and practices of others 

  • Show respect and understanding for different beliefs and opinions 

  • Ask questions and suggest answers about the way that the key beliefs studied influence the attitudes and values of wider society 

  • Make links and connections between beliefs, festivals, places of worship, sacred texts 

  • Describe how the stories and teachings studied might make a difference to the way the pupils think and behave 

  • Make connections between beliefs and key life events using technical religious vocabulary  

  • Make links and connections between the teachings of religious figures and current leaders 

  • Suggest how the stories and teachings studied might make a difference to the way the pupils think and behave 

  • Support their opinions with justifications or evidence 

 

  • Show awareness of the way believers actions impact communities, locally and nationally 

  • Make links between beliefs and decision-making in daily life 

  • Compare religious and non-religious responses to the big questions of life 

  • Respond to other’ opinions and challenge ideas appropriately 

  • Make clear connections between religious beliefs and ethical and moral choices and actions 

  • Ask questions about the key ideas from the world views studied that help inspire life choices 

  • Compare, contrast, and evaluate the impact that actions have on their communities, locally and globally and comment on how positive this may be 

  • Evaluate their own and others’ opinions and explain how their thinking has changed 

 

RE Building Blocks - Knowledge and Skills Progression

RE Vocabularly Progression

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