At Moor Row Primary School, we recognise the effect that high quality RE provision has on the development of children and preparing them for living in a diverse society. Our intent is to support the teaching of British Values as well as ensuring that our high quality RE and Worldviews provision allows every child to flourish and ensures that the children at Moor Row Primary School:
- Understand the diversity of cultures outside of their own experiences.
- Have a sense of belonging and identity.
- Develop their understanding, open mindfulness and deep thinking of different faiths and cultures.
- Develop a moral compass – respect and sensitivity towards others.
- Have the skills to hold discussions about Faiths.
- Are equipped with citizenship skills for living in a diverse Britain and the wider world.
- Discuss their own worldviews and understand what helps to shape these ideas.
The RE & Worldview curriculum at Moor Row Primary School enables pupils to meet the government guidance which states that RE must reflect that ‘the religious traditions in Great Britain are, in the main, Christian while taking account of the teaching and practices of the other principal religions represented in Great Britain.
We begin in the Early Years Foundation Stage, where children are taught RE as an integral part of their personal, social and emotional learning. They encounter religions and world-views through multiple methods of teaching and get opportunities to reflect on their feelings and experiences. All RE teaching and learning takes into account the most up-to-date version of the DfE’s EYFS framework.
Across Key Stage One and Key Stage Two we follow the Cumbrian SACRE Agreed Syllabus. We use the Kapow Religion and Worlviews scheme to plan and deliver our curriculum.
The curriculum has the following strands interwoven through it:
- Substantive knowledge (conceptual and worldviews related)
- Disciplinary knowledge
- Personal knowledge
We utilise a range of teaching materials, resources and styles to ensure an engaging curriculum. Thus, preparing our children to become reflective, considerate and respectful British and global citizens.
Our two year rolling plan:
Religious World Views studied in each unit of Moor Row Community School RE Syllabus
Red = Religions with an Abrahamic tradition. Blue = Religions with a Dharmic tradition. Purple = other regions / non-religious world views .
Year 1 / 2 Year A
|
Term |
Source of Resources. |
Unit of study |
Global religions studied |
|
Autumn 1 |
Kapow Year 1 |
How did the world begin? |
Christianity, Judaism, Hindu Dharma. |
|
Autumn 2 |
Questful RE |
Christmas: Unit 1.3 Why do we give and receive gifts? |
Christianity |
|
Spring 1 |
Kapow Year 1 |
What do people believe God looks like? |
Christianity, Islam, Hindu Dharma |
|
Spring 2 |
Kapow Year 1 |
What is God’s job? |
Christianity, Judaism, Islam, Hindu Dharma, Zoroastrians |
|
Summer 1 |
Kapow Year 1 |
How do we know new babies are special? |
Christianity, Islam, Hindu Dharma |
|
Summer 2 |
Kapow Year 1 |
Why should we care for others? |
|
Year 1 / 2 Year B
|
Term |
Source of Resources. |
Unit of study |
Global religions studied |
|
Autumn 1 |
Kapow Year 2 |
Why do we need to say thanks? |
Christianity, Hindu Dharma |
|
Autumn 2 |
Kapow Year 2 |
What do candles mean to people? |
Christianity, Judaism, Hindu Dharma |
|
Spring 1 |
Kapow Year 2 |
How do we know some people have a special connection to God? |
Christianity, Sikhi, Islam, Hindu Dharma. |
|
Spring 2 |
Questful RE |
Easter - Can we retell the main events on the Easter Story?
Unit 1.5 Easter - What do you think is the most important part of the Easter story? |
Christianity |
|
Summer 1 |
Kapow Year 2 |
What is a prophet? |
Christianity, Islam, Sikhi |
|
Summer 2 |
Kapow Year 2 |
Where do some people talk to God? |
|
KS1: Religions focus as per SACRE agreed syllabus – Christianity and 1 other Abrahamic religion (Islam) as well as developing a knowledge of aspects of other non-religious worldviews.
Religious World Views studied in each unit of Moor Row Community School RE Syllabus
Red = Religions with an Abrahamic tradition. Blue = Religions with a Dharmic tradition. Purple = other regions.
Year 3 / 4 Year A
|
Term |
Source of Resources. |
Unit of study |
Global religions studied |
|
Autumn 1 |
Kapow Year 3 |
What makes us human? |
Christianity, Judaism, Hindu Dharma, Buddhism, Humanist |
|
Autumn 2 |
Questful RE |
Christmas: Unit 3.2 How does the presence of Jesus impact on Christians lives? |
Christianity |
|
Spring 1 |
Kapow Year 3 |
Where do we get our morals from? |
Christianity, Islam, Judaism, Buddhism |
|
Spring 2 |
Kapow Year 3 |
Is scripture central to religion? |
Christianity, Judaism, Islam, Hindu Dharma |
|
Summer 1 |
Kapow Year 3 |
Why is water symbolic? |
Christianity, Judaism, Islam, Buddhism, Sikhi, Shinto |
|
Summer 2 |
Kapow Year 3 |
Why is fire used ceremonially? |
|
Year 3 / 4 Year B
|
Term |
Source of Resources. |
Unit of study |
Global religions studied |
|
Autumn 1 |
Kapow Year 4 |
Are all religions equal? |
Christianity, Judaism, Islam, Sikhi, Buddhism, Zoroastrians, BaháΚΌí worldview. |
|
Autumn 2 |
Kapow Year 3 |
What happens if we do wrong? |
Christianity, Judaism, Islam, Hindu Dharma, |
|
Spring 1 |
Kapow Year 4 |
Just how important are our beliefs? |
Christianity, Islam, Judaism, Hindu Dharma |
|
Spring 2 |
Questful RE |
Unit 3.4 Easter Is the cross a symbol of sadness or joy? |
Christianity |
|
Summer 1 |
Kapow Year 4 |
Who was Jesus really? |
Christianity, Judaism |
|
Summer 2 |
Kapow Year 4 |
Why is the bible the best-selling book of all time? |
Christianity, Judaism |
KS2: Religions focus as per SACRE agreed syllabus – Christianity and 1 other Abrahamic religion studied in KS1 (Islam) as well as a further global religion from either the Abrahamic or Dharmic faiths (Judaism) as well as developing a knowledge of aspects of other non-religious worldviews.
Religious World Views studied in each unit of Moor Row Community School RE Syllabus
Red = Religions with an Abrahamic tradition. Blue = Religions with a Dharmic tradition. Purple = other regions.
Year 5 / 6 Year A
|
Term |
Source of Resources. |
Unit of study |
Global religions studied |
|
Autumn 1 |
Kapow Year 5 |
Why do people have to stand up for what they believe in? |
Christianity, Judaism, Islam, Sikhi, Hindu Dharma, Jainism |
|
Autumn 2 |
Questful RE |
Christmas Unit 5.2 How do our celebrations reflect the true meaning if Christmas? |
Christianity |
|
Spring 1 |
Kapow Year 5 |
Why doesn’t Christianity always look the same? |
Christianity |
|
Spring 2 |
Kapow Year 5 |
What happens when we die? Part 1 |
Christianity, Judaism, Islam, Humanism, Zoroastrians |
|
Summer 1 |
Kapow Year 5 |
What happens when we die? Part 2 |
Hindu Dharma, Sikhi, Buddhism |
|
Summer 2 |
Kapow Year 5 |
Why are some places in the world significant to believers? |
|
Year 5 / 6 Year B
|
Term |
Source of Resources. |
Unit of study |
Global religions studied |
|
Autumn 1 |
Kapow Year 6 |
What does religion look like around the world? Part 1 |
Judaism, Islam |
|
Autumn 2 |
Kapow Year 6 |
What does religion look like around the world? Part 2 |
Buddhism, Hindu Dharma, Jainism, Sikhi |
|
Spring 1 |
Kapow Year 6 |
Why is it better to be there in person? |
Christianity, Judaism, Islam, Humanism |
|
Spring 2 |
Questful RE |
Easter |
Christianity |
|
Summer 1 |
Kapow Year 6 |
Why is there suffering? Part 1 |
Christianity, Judaism, Zoroastrians, Islam |
|
Summer 2 |
Kapow Year 6 |
Why is there suffering? Part 2 |
Christianity, Judaism, Zoroastrians |
KS2: Religions focus as per SACRE agreed syllabus – Christianity and 1 other Abrahamic religion studied in KS1 (Islam) as well as a further global religion from either the Abrahamic or Dharmic faiths (Judaism) as well as developing a knowledge of aspects of other non-religious worldviews.