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CURRICULUM – RE

At Camp School Religious Education plays a key role in promoting our spiritual and moral curriculum driver and  helps to celebrate the diversity within our school community.  Whether our pupils belong to a denomination of faith or not, we believe that learning about and from different religions helps the spiritual, moral, social, and cultural development of our children, and teaches respect for others.  We use Hertfordshire Agreed Syllabus for Religious Education (2017-2022) to support our teaching and learning within RE. Our children learn about, and from, the six main presenting faiths in the UK (Christianity, Islam, Sikhism, Judaism, Hinduism and Buddhism) and explore the beliefs and practices of these religions, focusing on 8 different strands (as set out in our long term plan). We also believe in adapting our religious education curriculum to include other religious groups that our children or families may belong to. Visits to places of worship and religious visitors to school play an important part in our children’s Religious Education. 

Progression of Skills Years 1- 6

REMilestone 1Milestone 2Milestone 3
To understand beliefs and teachings Describe some of the teachings of a religion.Present the key teachings and beliefs of a religion.Explain how some teachings and beliefs are shared between religions.
Describe some of the main festivals or celebrations of a religion.Refer to religious figures and holy books to explain answers.Explain how religious beliefs shape the lives of individuals and communities. 
To understand practices and lifestyles Recognise, name and describe some religious artefacts, places and practices.Identify religious artefacts and explain how and why they are used.Explain the practices and lifestyles involved in belonging to a faith community.
Describe religious buildings and explain how they are used.Compare and contrast the lifestyles of different faith groups and give reasons why some within the same faith may adopt different lifestyles.
Explain some of the religious practices of both clerics and individuals.Show an understanding of the role of a spiritual leader.
To understand how beliefs are conveyed Name some religious symbols.Identify religious symbolism in literature and the arts.Explain some of the different ways that individuals show their beliefs.
Explain the meaning of some religious symbols.
To reflect Identify the things that are important in their own lives and compare these to religious beliefs.Show an understanding that personal experiences and feelings influence attitudes and actions. Recognise and express feelings about their own identities. Relate these to religious beliefs or teachings.
Relate emotions to some of the experiences of religious figures studied.Give some reasons why religious figures may have acted as they did.Explain their own ideas about the answers to ultimate questions. 
Ask questions about puzzling aspects of life.Ask questions that have no universally agreed answers.Explain why their own answers to ultimate questions may differ from those of others. 
To understand values Identify how they have to make their own choices in life.Explain how beliefs about right and wrong affect people's behaviour.  Explain why different religious communities or individuals may have a different view of what is right and wrong.
Explain how actions affect others.Describe how some of the values held by communities or individuals affect behaviour and actions. Show an awareness of morals and right and wrong beyond rules (i.e. wanting to act in a certain way despite rules).
Show an understanding of the term ‘morals’.Discuss and give opinions on stories involving moral dilemmas.Express their own values and remain respectful of those with different values.

Long Term Plan Years 1 - 6

Please click here for the RE Long-Term Plan

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