Mayespark Primary School

Mayespark Primary School

Dream, Explore, Discover

 

RE                                                                  Click here to read our booklet

Religious Education (RE)

At Mayespark we believe that RE is vital as it allows children the opportunity to explore and understand different religions and their beliefs. This can take place through weekly lessons, assemblies, educational visits to religious places of worship and workshops.

Each unit of work gives children the chance to explore a big question by learning about the key concepts, customs and traditions as well as giving their own opinions, religious beliefs and linking this to their experiences.

Scheme of work

Religious Education at Mayespark Primary School is taught by following the joint Redbridge and Havering Agreed Syllabus, which has been put together by the local SACRE (Standing Advisory Council for Religious Education). The SACRE is made up of local people representing each of the main religions as well as non-religious backgrounds.

There are 3 main aims from the RE Syllabus which are:

1) Know about and understand a range of religions and worldviews.

2) Express ideas and insights about the nature, significance and impact of religions.

3) Gain and deploy the skills needed to engage seriously with religions and worldviews

The syllabus also focuses on skills the children should be aware of using when expressing an opinion or recording an answer. The skills children should be aware of are:

Investigating

Asking relevant questions and knowing how to use different types of sources as ways of gathering information.

Reflecting

Describe how action and atmosphere makes them feel.

Expressing

Explain what words and actions might mean to believers.

Empathising

See with sensitivity how others respond to the actions, words or behaviour from different communities.

Applying

Recognise religious materials and take note of their details and style.

Discerning

Experience the awe and wonder of the natural world and of human relations.

Analysing

See what kinds of reasons are given to explain religious aspects of life.

Synthesising

Notice similarities between stories and practices from religions.

Evaluating

Talk about what makes people choose religious ways of life.

 

RE

Autumn1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Nursery

RE is non-statutory in Nursery but teachers may choose examples of ideas from the following:

• Creative play, make-believe, role-play, dance and drama;

• Dressing up and acting out scenes from stories, celebrations or festivals;

• Making and eating festival food;

• Talking and listening to each other and hearing and discussing stories of all kinds, including

   religious and secular stories with themes such as goodness, difference, the inner world of

   thoughts and feelings, and imagination;

• Exploring authentic religious artefacts, including those designed for small children such as

‘soft toy’ artefacts or story books;

• Seeing pictures, books and video of places of worship and meeting believers in class;

• Listening to religious music;

• Starting to introduce religious terminology;

• Work on nature, growing and life cycles or harvest;

• Seizing opportunities spontaneously or linking with topical, local events such as celebrations,

   festivals, birth of a new baby, weddings or the death of a pet;

• Starting to talk about the different ways in which people believe and behave.

Reception

 

Which people are special and why?                      

 

What stories are special and why?                                     

 

What places are special and why?                    

 

What times are special and why?                                          

 

Where do we belong?                                                                            

 

What is special about our world and why?                                                            

 

Year 1

 

1.4

What can we learn from creation stories?     

 

          

1.6

What festivals do different religions celebrate?                                                                                               

 

1.7

Who is a Christian and what do they believe? (First half of unit)        

 

1.9

How do religions celebrate the birth of a baby?                                                            

  

 

1.5

What ways are a church/ mosque etc. important to believers (mosque focus)                                                                      

 

1.7

Who is a Christian and what do they believe? (Second half of unit)                                                                                                                                                      

Year 2

 

1.3

How do the stories of Jesus inspire Christians today? 

1.2

Who influences our lives?                                                                                    

1.8

Who is a Muslim and what do they believe? (First half of term) 

1.1

What do Christians do at Easter and why is it important to them?                   

1.8

Who is a Muslim and what do they believe? (Second half of term)                

1.5

What ways are a church/ mosque etc. important to believers (church focus)   

Year 3

 

2.8

What do religions teach about the natural world and why we should care about it? 

2.10

What does it mean to be a Hindu? (First half of unit)                                                                                        

 2.1

Why is Jesus important to Christians?                                                                                                         

2.5

Why do religious people celebrate?                                                                                                                                                    

2.10

What does it mean to be a Hindu? (Second half of unit)                                         

  

2.3

 How do people express their faiths through the arts?                     

 

 

Year 4

  

2.9

What does it mean to be Jewish? (First half of unit)        

 

2.4

Where, how and why do people worship?

 

 

2.2

Who should inspire us?           

 

 

2.9

 What does it mean to be Jewish? (Second half of unit)               

 

2.6

How and why do religious believers show their commitments during the journey of life?                           

2.7

 What matters most to Humanists and Christians?              

 

 

Year 5

 

2.11

What do different people believe about God?                           

2.19

What does it mean to be a Muslim?                                                    

2.13

Why is prayer important for religious believers?                                  

2.18

What does it mean to be a Christian?                                                                                    

2.17

 Justice and poverty: Can religions help to build a fair world?                                               

2.12

Why are sources of wisdom important to people?                   

 

Year 6

 

2.20

What does it mean to be a Sikh? 

 

2.14

What do religions say to us when life gets hard?  

 

2.15

Why do people make vows and commitments to one another?  

2.16

What will make our city/town/borough a more respectful place? 

 

 

  

Places of worship and assemblies

In order to celebrate major cultural and religious festivals represented in our community, we present class led assemblies which share the children’s learning about major religions. As well as this we regularly have visits from members of the community as well as visiting external places of worship.

The festivals we celebrate as a school through a sharing assembly are:

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Festivals

 

Diwali

 

Christmas

 Chinese New Year

 Easter

 

Vasaikhi

Pesach

 

Eid-Al-Fitr

 

The place of worship for each year group is as follows:

Year 2 - Church (Features of the Church)

Year 3 - Temple

Year 4 - Synagogue

Year 5 - Mosque

Year 6 - Gurdwara