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Religious Education

Religious Education Overview

 

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Y3 RE

What does it mean to be a Christian in Britain today?

 

What does it mean to be a Hindu in Britain today?

Why is the Bible so important to Christians today?

Why are festivals important to religious communities?

What do different people believe about God?

Why do people pray?

 

Y4 RE

What does it mean to be a Hindu in Britain today?

What does it mean to be a Christian in Britain today?

Why are festivals important to religious communities?

 

Why is Jesus inspiring to some people?

What can we learn from religions about deciding what is right and wrong? Introducing Humanists and that their opinion is just as valid as religious peoples. 

 

Why do some people think that life is like a journey and what significant experiences mark this?

Y5 RE

Why do some people think God exists?

What does it mean to be a Muslim in Britain today?

What matters most to Christians and Humanists?

What would Jesus do? (Can we live by the values of Jesus in the 21st Century).

If God is everywhere, why go to a place of worship?

Y6 RE

 

What does it mean to be a Muslim in Britain today?

 

What difference does it make to believe in Ahimsa, Ummah and Grace? 

Is it better to express your beliefs in arts and architecture or in charity and generosity?

 

 

What do religions say to us when life gets hard?

 

 

 

How do we assess Religious Education?

 

Each unit of learning is allocated targets linked to the 2014 National Curriculum. When children are in Year 3 and 4, they are assessed against the Lower KS2 objectives and in Years 5 and 6, the Upper KS2 objectives. Using these objectives, the teacher will consider the work produced and input during discussions to make a judgement against each objective.

 

The following options are considered:

  • Working Towards (WTS) – more work is needed on this area.

  • Meeting expected Standard (EXS) – the child shows the expected understanding for the key stage.

  • Working Above (GDS) – the child has met this objective and has shown a greater understanding of the area, often making wider links.

 

This assessment data will then feed into class teacher’s reporting and identification of next steps for the class. Teachers also use their ongoing assessment (AfL) to adapt and adjust planning to ensure children have a sound understanding of each objective.

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