Intent: What we want to achieve through RE teaching
At Laceyfields Academy, our intent when teaching Religious Education is that our children will develop respect and understanding for those who follow faiths that may be different to theirs. They will learn about different customs, practices and festivals and relate them to their own experiences giving them a view through a wider lens of the world around them.
Implementation – How we do it here
At Laceyfields, we follow the Derbyshire Agreed Syllabus for RE. In EYFS children learn about and take part in celebrations and festivals for a range of faiths throughout the year. In KS1, we focus on two main religions; Christianity in Y1 and Judaism in Y2. Children explore the similarities and differences between the two by studying stories, celebrations, festivals, sacred texts and places of worship. They learn about how people who follow these religions show how they believe in God and the practices related to that. Children explore questions about identity and belonging and consider how there can be cooperation between people with different worldviews. RE is taught throughout the year and to coincide with special times of the year for each religion. Children have a hands-on experience of some of the customs related to the special occasions and compare them to their own customs.
Impact: How we will see effective RE teaching
Our children will be ready for the next stage in their education by being able to recognize symbols and festivals belonging to specific religions. They will be able to re-tell key stories to explain the meaning behind some important festivals. They will have a curiosity about other faiths and will embrace difference.
The Big Ideas in RE
Themes | Myself and the world around me | Christianity | Judaism |
| EYFS | Y1 | Y2 |
Believing | Children entering Early Years will begin to build a sense of self to enable them to then identify with others. This will be linked to their personal, social and emotional development.
Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
| Who is Christian and what do they believe?
Core Knowledge
Know that Christians believe in God and follow the example of Jesus (A1). Recognise some Christian symbols and images used to express ideas about God Re-tell a story that shows what Christians might think about God, in words, drama and pictures, suggesting what it means (A2). Talk about issues of good and bad, right and wrong arising from the stories (C3). Ask some questions about believing in God and offer some ideas of their own (C1).
What can we learn from sacred books?
Talk about some of the stories that are used in Christianity and why people still read them (A2). Recognise some ways in which Christians treat their sacred books (B3). Re-tell stories from the Christian Bible and suggest the meaning of these stories (A2). Ask and suggest answers to questions arising from stories Jesus told (C1). Talk about issues of good and bad, right and wrong arising from the stories (C3). | Who is Jewish and what do they believe?
Core Knowledge
Know that Jewish people believe in God (A1).
Recognise that some Jewish people remember God in different ways (e.g. mezuzah, on Shabbat) (A3).
Talk about how Shabbat is a special day of the week for Jewish people, and give some examples of what they might do to celebrate Shabbat (B1).
Re-tell a story that shows what Jewish people at the festivals of Rosh Hashanah, Chanukah or Pesach might think about God, suggesting what it means (A2).
Ask some questions about believing in God and offer some ideas of their own (C1)
What can we learn from sacred books?
Talk about some of the stories that are used in Judaism and why people still read them (A2). Recognise some ways in which Jewish people treat their sacred books (B3). Re-tell stories from the Torah and Bible and suggest the meaning of these stories (A2). Ask and suggest answers to questions arising from stories (C1). Talk about issues of good and bad, right and wrong arising from the stories (C3).
Suggest their own ideas about stories from sacred texts and give reasons for their significance (C1).
Make links between the messages within sacred texts and the way people live (A2).
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Unfortunately not the ones with chocolate chips.
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