Religious Education at Huish

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Our Vision


At Huish, we believe that RE plays a dynamic role in a child’s education by provoking challenging questions about the meaning and purpose of life, beliefs about God, issues of right and wrong, and what it means to be human. We believe that engaging and stimulating RE helps to nurture informed and resilient responses to misunderstanding, stereotyping and division, and offers and place of security within which difficult or ‘risky’ questions can be tackled. In RE at Huish, pupils discover, explore and consider different answers to challenging questions through learning about and from religions and other world views. They learn to question, debate, compare and critically assess different answers to ‘big’ human questions and to ‘agree or disagree respectfully.’

Teaching equips children with the knowledge and understanding of a range of religions and other world views, enabling them to, over time, develop and articulate their own personal beliefs, ideas, and identity, while respecting the right of others to differ. It develops in pupils, empathy and open-mindedness so that they can participate positively in society with its diverse understanding of life from religions and other world views.

In school, the curriculum is based on the Local Agreed Syllabus for RE in Somerset, 2019 (Awareness, Mystery and Value). 

The syllabus has three aims for pupils:

  1. To develop successful learners who gain important skills, knowledge and understanding in RE.
  2. To develop confident individuals with attitudes such as sensitivity, open-mindedness, self-esteem and appreciation and wonder.
  3. To develop responsible citizens who embrace the diverse global community in which they live.

The syllabus requires schools to focus on specific core religions at each key stage: Christianity and Judaism from KS1, adding Islam and Hinduism at KS2. In addition, other (non-religious) world views must be included as part of the curriculum at each key stage. 

Key features of RE lessons at Huish

  • Children are supported to think deeply about ‘big’ questions or ideas about life.
  • Children actively contribute to RE lessons through group and class discussion
  • Teachers create a ‘real life’ context for learning so that RE is purposeful, and this is enhanced through visits and visitors
  • Teachers carefully plan sequences of learning in order to build on children’s existing knowledge
  • Discussions about different religions and world views are held with sensitivity, confidence and understanding
  • Children are supported to talk about RE using appropriate vocabulary


Overview

Year R Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Autumn

Special Me - Who are we?

Special Times - Christmas & Hanukah

What do Christians believe about Jesus? (incarnation)

Link with Christmas

What do Jewish people believe about Torah What do Christians believe about God and Incarnation? (links with Christmas) What do Hindu people believe about Dharma, Deity and Atman? What do Christians believe about God and Incarnation (links with Christmas) What do Muslim people believe about Islam and Iman?
Spring

Special Places - Church building and Synagogue

Special times - Easter and Passover

What do Chrstians believe about God?

Humanism

What do Christians believe about forgiveness?  Link with Easter What do Jewish people believe about God and the Covenant and Torah (links with Passover)

What do Christians believe about Salvation? (Links with Easter)

Humanism

What do Jewish people believe about God and the Covenant and Torah (links with Passover) What do Hindu people believe about Dharma, Deity and Atman? (Humanism)
Summer

Special Stories - God/creation

Special Stories - Jesus

What do Jewish people believe about God and the Covenant?

What do Christians believe about love? (Agape) What do Muslim people believe about Islam and Iman?

What do Christians beieve about Agape?

What do Hindu people believe abotu Dharma, Deity and Atman? What do Christians believe about Agape?

SUBJECT SKILLS PROGRESSION

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