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Religious education

Religious education

Someries Infant School and Early Childhood Education Centre follows the Religious Education Agreed Syllabus for Bedford Borough, Central Bedfordshire and Luton which encourages children to respect the religious, spiritual and moral values of others and to consider thoughtfully their own values and beliefs.

The teaching of religious education in our school is non-denominational. It informs children about world religions and is not about imparting a faith. Although based mainly on Christian beliefs, other world religions are studied so pupils develop a greater understanding of other cultures and global diversity.

Learning within Religious Education emphasises the following three concepts: Making sense of beliefs, Understanding the Impact of Religion and Making Connections between ideas. Through exploration of these themes ensures pupils engage with the subject matter at an appropriate level.

All pupils share a collective worship time each day and a yearly programme of themes is planned with religious, cultural, social and moral themes.

Parents have the right to withdraw their child from the teaching of Religious Education. If this is the case then they are asked to contact the Head Teacher.

Religious Education at Someries Infant School

During their time at Someries Infant School and Early Childhood Education Centre, children will acquire the following key knowledge, skills and understanding in religious education as part of our religious education curriculum.

Early Childhood Education

Nursery

Pupils attending nursery are able to learn about religious education through various episodes of learning. These experiences are designed to be the building blocks for later learning and build on pupils’ current skills. By using familiar concepts, resources and themes, we are enabling pupils to talk about their families, cultures and explore the concepts of values.

Pupils attending nursery learn how to answer the following Prime Learning Challenge questions as part of their learning about religion and cultural diversity. Additionally, nursery pupils learn essential skills pertaining to religious education through their learning about values.

  • What colours can make?
  • Is it nearly Christmas?
  • What birds can you see?
  • What makes a good friend?
  • What is your favourite story?
  •  What animals can you see?

Reception

Reception pupils encounter a range of religions including Christianity and other faiths as part of their growing sense of self, their community and their place within it. Study of religious education corroborates with learning in the key areas of learning of ‘the world’ and ‘people and communities’. Pupils in reception learn how to answer the following Prime Learning Challenge questions as part of their learning about religious and cultural diversity:

  • Why is Christmas special for Christians?
  • Being special: where do we belong?
  • Which places are specially valued and why?
  • Which stories are specially valued and why?

Early childhood education curriculum milestones

Developing the knowledge and skills I need to understand different religions

The progress of pupils accessing our Early Childhood Education Centre is monitored using our unique curriculum milestone objectives to ensure they are suitably prepared with the foundational knowledge, skills and understanding they require to succeed in key stage one.

I notice differences between people.

I make connections between the features of my family and other families and I am able to explore and respond to different natural phenomena in my setting and on trips.

I can recognise and describe special times or events for family or friends and enjoy joining in with family customs and routines.

I know some of the things that make me unique, and can talk about some of the similarities and differences in relation to friends or family.

I am beginning to understand the effect my behaviour can have on the environment.

I can talk about members of my immediate family and community.

I am able to compare and contrast characters from stories, including figures from the past. I enjoy talking about past and present events in my own life and in the lives of family members whilst sharing My Life Story Book with my peers and teachers.

I can recognise that people have different beliefs and celebrate special times in different ways.

I talk about the lives of the people around me and my roles in society.

I know some similarities and differences between different religious and cultural communities in this country, drawing on my experiences and what has been read in class.

I can explore the natural world around me, making observations and drawing pictures of animals and plants.

Achieving these milestones throughout my early childhood education will support me in accessing my first steps in key stage one because they provide a foundation for me being able to:

  • give examples of ways in which believers put their beliefs into practice
  • give clear, simple accounts of what stories and other texts mean to believers
  • give examples of how people use stories, texts and teachings to guide their beliefs and actions
  • think, talk and ask questions about whether the ideas they have been studying have something to say to them

Key stage one

How children will build on the foundational knowledge, skills and understanding they developed throughout their Early Childhood Education

Year One

Pupils in Year One are able to develop their knowledge and understanding of religions and world views. We pay particular attention to recognising local, national and global contexts. By incorporating visitors from various religions into our lessons, we are able to enhance pupils’ learning. Teaching in year one focuses on developing knowledge and the ability to recall key facts and this ensures pupils are able to compare and contrast religious beliefs at a later date.

Pupils in year one will learn how to answer the following Prime Learning Challenge questions throughout the year as part of their religious education lessons:

  • What makes some place significant? What makes some places sacred to believers?
  • Why does Christmas matter to Christians? How do we celebrate special times?
  • What do Christians believe God is like?
  • Why does Easter matter to Christians?
  • Who is a Muslim and what do they believe?

Year Two

Pupils in Year Two are further challenged to use a range of subject-specific vocabulary and are encouraged to raise questions and express their own views in response to the material they learn about and in response to questions about their ideas. Teaching in year two focuses on enhancing pupils’ knowledge of religious beliefs and develops their ability to compare and contrast the main beliefs of various religions which are studied at this key stage.

Pupils in year two will learn how to answer the following Prime Learning Challenge questions throughout the year as part of their religious education lessons:

  • What can we learn from sacred books and stories?
  • How do we show care for others? Why does it matter?
  • Who is Jewish? What do they believe and how do they live?
  • How can we show care for the Earth? Why does it matter?
  • Who is an inspiring person? What stories inspire Christian, Muslim or Jewish people?