RE

At Crooksbarn we follow the Stockton Agreed Syllabus for RE. Our RE curriculum reflects our curriculum intent ‘The children should also be aware of the rich diversity of experiences that are available to them-both locally and further afield. In addition to this, our children also need a curriculum which teaches them about other cultures and other faiths and other ways of living.’ This syllabus was chosen as the basis of our curriculum, after extensive research and in the light of the OFSTED RE research review of 2021. It is progressive and reflects a full range of religions and diversity within them, as well as non-religious views. It also draws parallels between religions, being it shared beliefs of practices, or different approaches to the same life events.

The syllabus allows pupils to develop a coherent understanding of several religions, by studying one religion at a time (systematic study) before bringing together and comparing different traditions (thematic study).  The thematic unit at the end of each year allows pupils to draw together their learning from the year, as well as offering planned opportunities for retrieval and recall.

Principal Aim

The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so 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. [Stockton Agreed Syllabus, P.7]

Pupils follow a two-year cycle to accommodate our mixed classes and units in the Stockton Agreed Syllabus have been, arranged to reflect this and to ensure progression.

In Key Stage 1 learning will focus around Christianity, Judaism and Islam, alongside Thematic units, developing understanding of non-religious approaches to life.  Aspects of other faiths will be included as appropriate, such as teaching about specific faiths or rituals.

At Key Stage 2 teaching and learning will be extended to the study of Hinduism as well as Thematic units, developing understanding of non-religious approaches to life.

The syllabus has three core concepts which are woven together to provide breadth and balance within teaching and learning about religions and beliefs. Teaching and learning at Crooksbarn encompasses all three concepts allowing for overlap between concepts as suits the religion, concept and question being explored.

Key Concepts:

Making sense of beliefs

• Identify, describe, explain and analyse beliefs and concepts in the context of living religions and non-religious worldviews, using appropriate vocabulary
• Explain how and why these beliefs are understood in different ways by individuals and within communities
• Recognise how and why sources of authority (e.g. texts, teachings, traditions, leader) are used, expressed and interpreted in different ways, developing skills of interpretation.

Understanding impact

• Examine and explain how and why people express their beliefs in diverse ways
• Recognise and account for ways in which people put their beliefs into action in diverse ways, within their everyday lives, within their communities and in the wider world
• Appreciate and appraise the significance of different ways of life and ways of expressing meaning

Making connections

• Evaluate, reflect on and enquire into key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses
• Challenge the ideas studies, and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitments clearly in response
• Discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding

RE Policy
Stockton Agreed Syllabus
Progression Map RE