Religious Education

Our high-quality R.E. teaching follows an interactive cycle of enquiry as laid out in the Hampshire ‘Living Difference III’ agreed syllabus. 

Each year group studies one concept each half-term.  In Early Years, these are concepts which are common to all people, such as friendship.  By the end of Year 2, children also learn about some concepts which are shared by many religions, such as creation.  Each cycle begins with the children sharing their own experiences and understanding of the concept, before finding out more about it in the context of either Christianity or Hinduism and then having time to reflect upon its value to themselves and others. 

We have selected concepts which are relevant and meaningful to the children, but also challenging, allowing children the opportunity to discuss ‘big questions’ and to gain insight into how they might grow and develop as a person.  For example, as part of the Year R unit on ‘Friendship’, children reflect upon what makes a good friend and display ideas to help them form positive relationships in the future.  During the Year 2 unit on ‘Peace’, children have the chance to learn about what helps others to feel peaceful and consider which of these strategies might enhance their own lives. 

At St. Michael’s Infant, we use a resource called ‘Understanding Christianity’ to support the Christian units that we teach.  It is a great tool for helping children to understand the ‘big story’ Christians read about in the Bible and ensures that the children’s learning about key Christian concepts progresses securely over the three years they are with us.

We pride ourselves on teaching R.E. in creative and innovative ways.  In Year R, we use persona dolls to introduce key aspects of Christian and Hindu life and they quickly become part of the class!  Art, music and drama all play a regular part in R.E. lessons, enabling children to reflect, respond and communicate their ideas thoughtfully.  We often take R.E. outside the classroom, navigating a sensory labyrinth as we tell the Easter story, for instance.  Collaboration is another vital component of learning in R.E. and children will frequently be found engaged in group tasks to further their understanding, for example sequencing cards from the Christian creation story (Year 1) or ranking statements on a belief line (Year 2).  Children are enthusiastic and engaged about their learning in R.E.  and teachers are often in awe of the depth of children’s insight and the quality of their responses during lessons.

Please see below our R.E. overview which shows in more detail what we teach each half term.

R.E. Curriculum Overview

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year R

Concept
(Living Difference)

Special (people)

Concept A

Journey

(Christmas)

Concept A

Friendship

Concept A

Remembering (Easter)

Concept A

Special Clothes
(in Hinduism)

Concept A

Power

(Hindu God Ganesh)

Concept A

Unit (Understanding Christianity)

God/Creation

F1

 

Incarnation

F2

Part of Gospel

1.4

Salvation

F3

-

-

Year 1

Concept
(Living Difference)

Thanking (Harvest)

Concept A

Light as a symbol (Advent)

Concept A

Forgiveness

Concept A

Sad and Happy (Easter)

Concept A

Precious (Water – in Hinduism)

Concept A

Celebration (Holi)

Concept A

Unit (Understanding Christianity)

Creation

1.2

Incarnation

1.3

God

1.1

Salvation

1.5

 

 

Year 2

Concept
(Living Difference)

Good and Evil (Diwali)

Concept A

Giving

(Christmas)

Peace

Concept A

Belief (Easter)

Concept A

God (Hinduism)

Concept B

Creation

Concept B

Unit (Understanding Christianity)

 

Incarnation

1.3

Digging Deeper

Gospel

1.4

Salvation

1.5

Digging Deeper

 

Creation

1.2

Digging Deeper

 

 

 

Communicate

Apply

Enquire

Contextualise

Evaluate

Year 1

Children can talk about their own responses to their experiences of the concepts explored.

Pupils can identify how their responses relate to events in their own lives.

Children can identify and talk about key concepts explored that are common to all people (Group A concepts)

Pupils can recognise that the concept is expressed in the way of life of the people studied.

Pupils can evaluate human experience of the concept by talking about it in simple terms and its importance to people living a religious life, and by identifying an issue raised.

Year 2

Children can describe in simple terms their responses to their experiences of the concepts studied.

They can identify simple examples of how their responses relate to their own lives and those of others.

They can describe in simple terms key concepts studied that are common to all people (A concepts) and  identify and talk about concepts that are common to many religions (B concepts).

They can simply describe ways in which these concepts are expressed in the context of the ways of life of people living a religious life in the religion studied.

They can evaluate the human experience of the concepts studied by describing in simple terms their value to people who are religious and by dialoguing with others recognise an issue raised.

 

Group A concepts – examples of concepts common to all human experience.

Group B concepts – examples of concepts that are common to many religions and that are used in the study of religion.

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