RE at Haslam Park
RE subject lead- Miss Lulat
Intent:
We are a very diverse and multicultural school, and it is very important that our teaching of RE at Haslam Park Primary School reflects our school community and the experiences of our children and their families. The twin cornerstones of tolerance and respect underpin all our teaching in RE.
We follow the Bolton Agreed Syllabus for RE 2020. The syllabus engages and challenges all our pupils (particularly disadvantaged pupils and pupils with SEND) by studying religious and non-religious beliefs, understanding how these can impact on daily life and then making connections between these beliefs and non- beliefs. By following the syllabus, we are enabling our children to challenge the ideas studied alongside their own thinking and so deepen their understanding the wider world alongside their religious literacy.
Implementation:
The order of our units and the faiths we teach explicitly, have been carefully considered. Our curriculum is a spiral one, based on spaced learning, which allows children to encounter core concepts through each key stage and so deepen their understanding and religious knowledge. Individual religions are studied before comparisons can be made, again promoting religious literacy and understanding.
We use ‘Understanding Christianity’ to deliver our Christianity units and from this the children develop a knowledge of key biblical concepts which sit within the wider Bible story. For our units on Islam, Hinduism and Judaism we use the Bolton Agreed Syllabus support materials. Educational visits and visitors are incorporated into the delivery of units when appropriate.
At the start of each teaching unit, we use a diagnostic tool to assess the understanding of the children, and this ensures our teaching is specifically tailored to the needs of each cohort. We also use knowledge organisers to support the learning of key facts and vocabulary for each unit. RE is taught for an hour a week but we enhance our learning by having 3 whole school Enrichment Days throughout the school year, one each for Diwali, Christmas and Eid.
Impact
The use of the diagnostic tool alongside the delivery of the units allows our children to experience all the desired outcomes of the syllabus. The units include key building blocks linked to core concepts which are revisited throughout both key stages to promote the deepening of religious knowledge. The knowledge organisers are used to assess understanding at the end of each unit.
By the time pupils leave our school we want them to be able to show respect, tolerance and understanding of themselves and others around them. The impact of our syllabus will be evidenced by all teachers and children enjoying the experience and of teaching and learning RE and our pupils understanding how it can help them in their future.
RE Curriculum
We follow Bolton's SACRE syllabus, which can be found below. Within this, we use the designated schemes of work for our non-Christian units.
Bolton
Agreed Syllabus
2020–2025
2020–2025
All rights reserved. Permission is granted to schools in Bolton to photocopy pages for classroom use only.
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permission of RE Today Services.
Photo credits: thanks to the following for permission to use images for the cover: NATRE; Spirited Arts; Lisa Kassapian (Shabbat image); Steph English.
Designed and produced by EPLS Design.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, recorded or otherwise, without the prior and written
permission of RE Today Services.
Photo credits: thanks to the following for permission to use images for the cover: NATRE; Spirited Arts; Lisa Kassapian (Shabbat image); Steph English.
Designed and produced by EPLS Design.
Page
Forewords 2
Introduction 3
Teaching and learning requirements
The purpose of RE 7
The aims of RE 8
Legal requirements: what does the legislation in England say? 9
Time for religious education 11
What religions are to be taught? 12
The RE teaching and learning approach in Bolton 14
How to use this agreed syllabus: 12 steps 15
Religious education key questions: an overview 16
End of phase outcomes 18
RE in EYFS
Programme of Study 23
EYFS units of study 29
RE in KS1
Programme of Study and planning steps 37
KS1 units of study 43
RE in KS2
Programme of Study and planning steps 55
Lower KS2 units of study 61
Upper KS2 units of study 75
Page
RE in KS3
Programme of Study and planning steps 89
KS3 units of study 95
RE in KS4 and 5: 14–19 Statutory requirements 115
RE in special schools 119
Assessment
Assessment, achievement and attainment 125
Using unit and end of phase outcomes for assessing learning 126
Unit outcomes 127
Guidance
1 Core concepts in world religions 137
2 Demographics of religion and belief in Bolton 146
3 Sample long-term plan: Model 1 147
4 How RE promotes spiritual, moral, social and cultural development 148
5 RE and British Values 151
6 Developing knowledge, skills and attitudes in RE 152
7 Models of curriculum provision 156
Forewords 2
Introduction 3
Teaching and learning requirements
The purpose of RE 7
The aims of RE 8
Legal requirements: what does the legislation in England say? 9
Time for religious education 11
What religions are to be taught? 12
The RE teaching and learning approach in Bolton 14
How to use this agreed syllabus: 12 steps 15
Religious education key questions: an overview 16
End of phase outcomes 18
RE in EYFS
Programme of Study 23
EYFS units of study 29
RE in KS1
Programme of Study and planning steps 37
KS1 units of study 43
RE in KS2
Programme of Study and planning steps 55
Lower KS2 units of study 61
Upper KS2 units of study 75
Page
RE in KS3
Programme of Study and planning steps 89
KS3 units of study 95
RE in KS4 and 5: 14–19 Statutory requirements 115
RE in special schools 119
Assessment
Assessment, achievement and attainment 125
Using unit and end of phase outcomes for assessing learning 126
Unit outcomes 127
Guidance
1 Core concepts in world religions 137
2 Demographics of religion and belief in Bolton 146
3 Sample long-term plan: Model 1 147
4 How RE promotes spiritual, moral, social and cultural development 148
5 RE and British Values 151
6 Developing knowledge, skills and attitudes in RE 152
7 Models of curriculum provision 156
We use the scheme "Understanding Christianity" to support our delivery of Christian units as recommended in Bolton's SACRE syllabus. The scheme can be viewed below.
UNDERSTANDING
CHRISTIANITY
TEXT IMPACT CONNECTIONS
Editor: Stephen Pett
Writers: Lat Blaylock, Kate Christopher, Julia Diamond-Conway,
Helen Matter, Fiona Moss and Stephen Pett
Illustrator: Emma Yarlett
TEACHER’S HANDBOOK
TEXT IMPACT CONNECTIONS
Editor: Stephen Pett
Writers: Lat Blaylock, Kate Christopher, Julia Diamond-Conway,
Helen Matter, Fiona Moss and Stephen Pett
Illustrator: Emma Yarlett
TEACHER’S HANDBOOK
Every effort has been made to gain permission for the
inclusion of copyright material. The publishers
would be pleased to include correct attribution of any
inadvertently unattributed material in subsequent editions,
on being contacted by the lawful copyright holder(s).
RE Today are not responsible for the accuracy, content
or availability of third-party websites referred to in
this publication.
A CIP Catalogue record for this book is available from the
British Library.
All rights reserved. Permission is granted to educational
institutions that have purchased this publication to
photocopy pages or part pages containing a statement of
such permission, for classroom use only. No other part of
this publication may be reproduced in any material form
(including photocopying, storing or transmitting by
electronic means) without the prior permission of the
publisher, except in accordance with the provisions
of the Copyright, Designs and Patents Act 1988 and
amendments, or under terms of a licence issued by the
Copyright Licensing Agency Ltd, Saffron House, 6–10
Kirby Street, London EC1N 8TS, UK: www.cla.co.uk.
RE Today Services asserts its moral rights under the
Copyright Designs and Patents Act 1988 (‘the Act’) to be
identified as the author of this work.
Designed and typeset by: eplsdesign.com
Printed and bound in Wales by Stephens & George Limited
inclusion of copyright material. The publishers
would be pleased to include correct attribution of any
inadvertently unattributed material in subsequent editions,
on being contacted by the lawful copyright holder(s).
RE Today are not responsible for the accuracy, content
or availability of third-party websites referred to in
this publication.
A CIP Catalogue record for this book is available from the
British Library.
All rights reserved. Permission is granted to educational
institutions that have purchased this publication to
photocopy pages or part pages containing a statement of
such permission, for classroom use only. No other part of
this publication may be reproduced in any material form
(including photocopying, storing or transmitting by
electronic means) without the prior permission of the
publisher, except in accordance with the provisions
of the Copyright, Designs and Patents Act 1988 and
amendments, or under terms of a licence issued by the
Copyright Licensing Agency Ltd, Saffron House, 6–10
Kirby Street, London EC1N 8TS, UK: www.cla.co.uk.
RE Today Services asserts its moral rights under the
Copyright Designs and Patents Act 1988 (‘the Act’) to be
identified as the author of this work.
Designed and typeset by: eplsdesign.com
Printed and bound in Wales by Stephens & George Limited
RE Curriculum 2023/2024
RE Curriculum 2023 – 2024
Term
Year
Group
1 2 3 4 5 6
EYFS
Being
Special:
where do
we belong?
F2
INCARNATION:
Why do
Christians
perform
Nativity Plays
at
Christmas?
What
times/stories
are special
and why?
F3
SALVATION:
Why do
Christians
put a cross
in an
Easter
garden?
F1 GOD/
CREATION:
Why is the
word ‘God’
so
important
to
Christians?
What
places are
special and
why?
Year 1
1.2
CREATION:
Who Made
the World?
Harvest
What does it
mean to
belong to a
faith
community?
1.1 GOD:
What do
Christians
believe God is
Like?
Who is
Jewish and
how do they
live? (PART
1)
Who is
Jewish and
how do they
live? (PART
2)
How should
we care for
the world
and for
others, and
why does it
matter?
Year 2
Who is
Muslim and
how do
they live?
(PART 1)
1.3
INCARNATION:
Why does
Christmas
matter to
Christians?
Who is Muslim
and how do
they live?
(PART 2)
1.5
SALVATION:
Why does
Easter
matter to
Christians?
1.4 GOSPEL:
What is the
good news
Jesus
brings?
What
makes
some
places
sacred to
believers?
Year 3
2a.1:
CREATION/
FALL: What
do
Christians
learn from
the creation
story?
How do
festivals and
family life
show what
matters to
Jewish people?
2a.2 PEOPLE
OF GOD: What
is it like to
follow God?
How do
festivals
and worship
show what
matters to a
Muslim?
2a.4
GOSPEL:
What kind
of world did
Jesus want?
How and
why do
religious
and non-
religious
people try
to make
the world a
better
place?
Year 4
What do
Hindus
believe God
is like?
2a.3
INCARNATION/
GOD: What is
the Trinity?
Christmas
What does it
mean to be a
Hindu in
Britain today?
2a.5
SALVATION:
Why do
Christians
call the day
Jesus died
‘Good
Friday’?
Easter
2a.6
KINGDOM
OF GOD:
When Jesus
left what
was the
impact of
Pentecost?
Why do
some
people
think that
life is like a
journey and
what
significant
events
mark this?
Year 5
Why do Hindus want to be
good?
2b.2CREATION
/
FALL: Creation
& Science –
Conflict or
Complimentar
y?
2b.6
SALVATION:
What did
Jesus do to
save Human
Beings?
Easter OR
2b.7:
SALVATION:
What
difference
does the
resurrection
make to
Christians?
Easter
2b.8
KINGDOM
OF GOD:
What kind
of King is
Jesus? OR
2b.3
PEOPLE OF
GOD: How
can
following
God bring
freedom
and Justice?
How does
faith help
people
when life
gets hard?
Year 6 What does it
mean to be a
Muslim in
Britain today
2b.4
INCARNATION
Was Jesus the
Messiah?
Christmas
2b.1: GOD: What
does it mean if
God is Holy and
Loving?
Why is the
Torah so
important to
Jewish people?
2b.5 GOSPEL:
What would
Jesus do?
Why do some
people believe
in God and
some people
not? OR
Year
Group
1 2 3 4 5 6
EYFS
Being
Special:
where do
we belong?
F2
INCARNATION:
Why do
Christians
perform
Nativity Plays
at
Christmas?
What
times/stories
are special
and why?
F3
SALVATION:
Why do
Christians
put a cross
in an
Easter
garden?
F1 GOD/
CREATION:
Why is the
word ‘God’
so
important
to
Christians?
What
places are
special and
why?
Year 1
1.2
CREATION:
Who Made
the World?
Harvest
What does it
mean to
belong to a
faith
community?
1.1 GOD:
What do
Christians
believe God is
Like?
Who is
Jewish and
how do they
live? (PART
1)
Who is
Jewish and
how do they
live? (PART
2)
How should
we care for
the world
and for
others, and
why does it
matter?
Year 2
Who is
Muslim and
how do
they live?
(PART 1)
1.3
INCARNATION:
Why does
Christmas
matter to
Christians?
Who is Muslim
and how do
they live?
(PART 2)
1.5
SALVATION:
Why does
Easter
matter to
Christians?
1.4 GOSPEL:
What is the
good news
Jesus
brings?
What
makes
some
places
sacred to
believers?
Year 3
2a.1:
CREATION/
FALL: What
do
Christians
learn from
the creation
story?
How do
festivals and
family life
show what
matters to
Jewish people?
2a.2 PEOPLE
OF GOD: What
is it like to
follow God?
How do
festivals
and worship
show what
matters to a
Muslim?
2a.4
GOSPEL:
What kind
of world did
Jesus want?
How and
why do
religious
and non-
religious
people try
to make
the world a
better
place?
Year 4
What do
Hindus
believe God
is like?
2a.3
INCARNATION/
GOD: What is
the Trinity?
Christmas
What does it
mean to be a
Hindu in
Britain today?
2a.5
SALVATION:
Why do
Christians
call the day
Jesus died
‘Good
Friday’?
Easter
2a.6
KINGDOM
OF GOD:
When Jesus
left what
was the
impact of
Pentecost?
Why do
some
people
think that
life is like a
journey and
what
significant
events
mark this?
Year 5
Why do Hindus want to be
good?
2b.2CREATION
/
FALL: Creation
& Science –
Conflict or
Complimentar
y?
2b.6
SALVATION:
What did
Jesus do to
save Human
Beings?
Easter OR
2b.7:
SALVATION:
What
difference
does the
resurrection
make to
Christians?
Easter
2b.8
KINGDOM
OF GOD:
What kind
of King is
Jesus? OR
2b.3
PEOPLE OF
GOD: How
can
following
God bring
freedom
and Justice?
How does
faith help
people
when life
gets hard?
Year 6 What does it
mean to be a
Muslim in
Britain today
2b.4
INCARNATION
Was Jesus the
Messiah?
Christmas
2b.1: GOD: What
does it mean if
God is Holy and
Loving?
Why is the
Torah so
important to
Jewish people?
2b.5 GOSPEL:
What would
Jesus do?
Why do some
people believe
in God and
some people
not? OR
What matters
most to
Humanists
and
Christians?
most to
Humanists
and
Christians?
Knowledge Organisers
We use knowledge organisers to help support the children in their learning. A knowledge organiser is a documemt that contains the key outcomes for the unit across the three strands of study: "Making Sense of Belief", "Understanding the Impact" and "Making Connections".
Most knowledge organisers will include the conceptual building blocks the children are covering within a unit along with key vocabulary.
Please see an example of a knowledge organiser below.
Unit L2.8 What does it mean to be a Hindu in Britain today? [Dharma]
The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge,
understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living
SACRE Curriculum Framework Coverage
Make sense of belief:
• Identify the terms dharma, Sanatan Dharma and Hinduism and say what they mean
• Make links between Hindu practices and the idea that Hinduism is a whole ‘way of life’ (dharma)
Understand the impact:
• Describe how Hindus show their faith within their families in Britain today (e.g. home puja)
• Describe how Hindus show their faith within their faith communities in Britain today (e.g. arti and bhajans at the mandir; in festivals such as Diwali)
• Identify some different ways in which Hindus show their faith (e.g. between different communities in Britain, or between Britain and parts of India)
Make connections:
• Raise questions and suggest answers about what is good about being a Hindu in Britain today, and whether taking part in family and community rituals is a good thing
for individuals and society, giving good reasons for their ideas.
Vocabulary Definition
Hinduism Followers of the Hindu religion, which developed in Northern India
Dharma This describes a Hindu’s whole way of life, there is no separation
between their religious, social and moral duties.
Sanatan Dharma This means ‘Eternal Way’ and is used by Hindus to describe Hinduism
and refers to a complete way of life rather than a set of beliefs.
Deities Hindu gods and goddesses. Deity means god.
Mandir Hindu temple
Diva lamp A lamp with a flame, which is used during worship.
Arti Light, which removes darkness (ratri)
Bhajans Hindu worship songs
Puja Hindu worship
Murtis The statues or images of the Hindu deities. Hindus believe that during
worship, the spirit or presence of God comes into the murti.
Learning Journey
Lessons 1 and 2 - How do Hindus show their faith at home?
Lesson 3 – How do Hindus show their faith when they’re together?
Lesson 4 – How do Hindus celebrate Diwali today?
Lessons 5 and 6 – What is it like to be a Hindu in Britain today?
The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge,
understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living
SACRE Curriculum Framework Coverage
Make sense of belief:
• Identify the terms dharma, Sanatan Dharma and Hinduism and say what they mean
• Make links between Hindu practices and the idea that Hinduism is a whole ‘way of life’ (dharma)
Understand the impact:
• Describe how Hindus show their faith within their families in Britain today (e.g. home puja)
• Describe how Hindus show their faith within their faith communities in Britain today (e.g. arti and bhajans at the mandir; in festivals such as Diwali)
• Identify some different ways in which Hindus show their faith (e.g. between different communities in Britain, or between Britain and parts of India)
Make connections:
• Raise questions and suggest answers about what is good about being a Hindu in Britain today, and whether taking part in family and community rituals is a good thing
for individuals and society, giving good reasons for their ideas.
Vocabulary Definition
Hinduism Followers of the Hindu religion, which developed in Northern India
Dharma This describes a Hindu’s whole way of life, there is no separation
between their religious, social and moral duties.
Sanatan Dharma This means ‘Eternal Way’ and is used by Hindus to describe Hinduism
and refers to a complete way of life rather than a set of beliefs.
Deities Hindu gods and goddesses. Deity means god.
Mandir Hindu temple
Diva lamp A lamp with a flame, which is used during worship.
Arti Light, which removes darkness (ratri)
Bhajans Hindu worship songs
Puja Hindu worship
Murtis The statues or images of the Hindu deities. Hindus believe that during
worship, the spirit or presence of God comes into the murti.
Learning Journey
Lessons 1 and 2 - How do Hindus show their faith at home?
Lesson 3 – How do Hindus show their faith when they’re together?
Lesson 4 – How do Hindus celebrate Diwali today?
Lessons 5 and 6 – What is it like to be a Hindu in Britain today?
Please use the link below to view other knowledge organisers.
https://www.haslam-park.bolton.sch.uk/curriculum/knowledge-organisers-1/religious-education
Below is a model of how we structure RE lessons at Haslam Park Primary School.
RE Lesson Structure
Before the lesson
Be prepared – Have the resources ready, ensure you are using a variety of resource types
throughout the whole unit. Make sure you have read the ‘Essential Information’ linked to the
unit
Share today’s learning objective and the Success Criteria.
What is the end point of this lesson? This ensures progression of Knowledge and skills.
Make links to the Knowledge Organiser.
Main Event
Teacher to give clear and detailed instructions, explanations and information. Limit the
amount of material and model steps needed to achieve SC. Ensure there is a variety of
resource types used as per the SACRE and Understanding Christianity units.
Provide models or good examples of what you expect to see from the children before they
practise independently. Ask chn how they will get to the end point?
Ask questions to check for gaps in knowledge and check understanding of ALL children.
(Use SACRE or Understanding Christianity unit overviews for key questions and Knowledge
Building Blocks)
Independent Work
Monitor pupils when they begin independent practise. Provide systematic feedback and
corrections during the lesson. Use more time to provide explanations and examples if needed.
Ensure you incorporate a range of recording methods within the unit Eg; drama, debate, art
etc. Ensure you incorporate a range of reading and writing genres within the unit.
Lesson Opener
Begin lesson with a short review of prior learning. (Ensure lots of discussion in TP)
Can children refer back to key vocabulary or concepts previously taught?
Make sure prior knowledge is secure before moving on. Ask lots of questions and
check understanding of ALL children.
NB If this is the first lesson of the unit you will need to assess the children’s gaps in
knowledge (Initial Diagnostic)
Assessing Pupils Progress and Understanding
Reinforce Key learning from the lesson.
Ask pupils to explain what they have learnt. Check the response of ALL children
through verbal f eedback.
Reteach material if and when necessary.
Be prepared – Have the resources ready, ensure you are using a variety of resource types
throughout the whole unit. Make sure you have read the ‘Essential Information’ linked to the
unit
Share today’s learning objective and the Success Criteria.
What is the end point of this lesson? This ensures progression of Knowledge and skills.
Make links to the Knowledge Organiser.
Main Event
Teacher to give clear and detailed instructions, explanations and information. Limit the
amount of material and model steps needed to achieve SC. Ensure there is a variety of
resource types used as per the SACRE and Understanding Christianity units.
Provide models or good examples of what you expect to see from the children before they
practise independently. Ask chn how they will get to the end point?
Ask questions to check for gaps in knowledge and check understanding of ALL children.
(Use SACRE or Understanding Christianity unit overviews for key questions and Knowledge
Building Blocks)
Independent Work
Monitor pupils when they begin independent practise. Provide systematic feedback and
corrections during the lesson. Use more time to provide explanations and examples if needed.
Ensure you incorporate a range of recording methods within the unit Eg; drama, debate, art
etc. Ensure you incorporate a range of reading and writing genres within the unit.
Lesson Opener
Begin lesson with a short review of prior learning. (Ensure lots of discussion in TP)
Can children refer back to key vocabulary or concepts previously taught?
Make sure prior knowledge is secure before moving on. Ask lots of questions and
check understanding of ALL children.
NB If this is the first lesson of the unit you will need to assess the children’s gaps in
knowledge (Initial Diagnostic)
Assessing Pupils Progress and Understanding
Reinforce Key learning from the lesson.
Ask pupils to explain what they have learnt. Check the response of ALL children
through verbal f eedback.
Reteach material if and when necessary.
RE around school
Diwali Enrichment Day
As a whole school we celebrated the Hindu festival by having a whole school Enrichment day. The activities included: looking at the story of Rama and Sita, making diya lamps and creating rangoli patterns. Have a look below at some of the amazing work we produced.
Christmas Celebration Day
As a whole school we celebrated the Christian festival by having a whole school Enrichment day. The activities included: a witten activity around the nativity story as well as fun craft activities. Have a look below at some of the amazing work we produced.
