Religious Education

^{At Cullercoats Primary School, our Religious Education curriculum is designed to prompt challenging questions about meaning and purpose in life, beliefs about God, issues of right and wrong and what it means to be human.}

Subject Lead - Mr Mike James

INTENT

At Cullercoats Primary School, our Religious Education curriculum is designed to prompt challenging questions about meaning and purpose in life, beliefs about God, issues of right and wrong and what it means to be human. In RE pupils learn about religious and non-religious worldviews in order to discover, explore and consider different answers to these questions. They learn to interpret, analyse, evaluate and critically respond to the claims that religious and non-religious worldviews make. Pupils learn to express their insights and to agree or disagree respectfully. Teaching equips pupils with knowledge and understanding of what is meant by the term’s ‘religion’ and ‘worldview’ as well as systematic knowledge and understanding of a range of religious and non-religious worldviews. Teaching enables pupils to appreciate that worldviews are complex, diverse and plural and have influence on individuals, communities, societies and cultures.

RE offers opportunities for personal reflection and pupils’ spiritual, moral, social and cultural development as it encourages pupils to examine the significance of their learning in relation to themselves and others. It enables pupils to explore their own beliefs (whether they are religious or not), ideas, feelings, experiences and values in the light of what they learn. RE encourages empathy and respect. It enables pupils to develop their own sense of identity and belonging. It also promotes respect for the right of others to hold different beliefs, values and ideas.

Our aims are to ensure that pupils:

develop deepening knowledge and understanding about a range of religious and non-religious worldviews so that they can:

describe and explain beliefs and theological concepts

describe and explain some sources of authority and teachings within and across religious and non-religious traditions

describe and explain ways in which beliefs are expressed

know and understand the significance and impact of beliefs and practices on individuals, communities and societies

connect these together into a coherent framework of beliefs and practices
gain and deploy deepening understanding of specialist vocabulary and terms
know and understand about religious diversity within the region, as well as nationally and globally

know and understand how religion can be defined and what is meant by the term ‘religious’ and ‘non-religious’ worldviews and with increasing clarity know that these worldviews are complex, diverse and plural

gain and deploy skills that enable critical thinking and enquiry in relation to the material they study

reflect on their own thoughts, feelings, experiences, ideas, values and beliefs with increasing discernment

Our curriculum follows the North Tyneside Religious Education Syllabus (2020) and is planned to build knowledge progressively from EYFS to Year 6. It is enriched with local studies, visits and hands-on experiences to make learning meaningful and memorable. We have links, trips and visits into school with a wide range of organisations, including Newcastle Central Mosque, St George’s Church, Whitley Bay Baptist Church and Newcastle Reform Synagogue.

IMPLEMENTATION

We teach Religious Education through carefully sequenced units, following the North Tyneside exemplar syllabus, that develop knowledge and skills step by step across Key Stage 1 and 2 by using a ‘Circle of Enquiry’ approach:

How we teach Religious Education:

Engage: A key question and stimulus for the enquiry

Explore: Children explore their ideas and questions about the enquiry and organise how they will go about the enquiry.

Enquire: Children use a variety of methods and sources to address the key questions

Evaluate: Children interpret what they have found out, draw conclusions and consider if further enquiry is needed

Present: Children present findings to address the enquiry question.

Reflect and Evaluate: Children consider new learning about religion and beliefs, reflect on questions and ideas raised, consider what further questions could be explored and decide if the enquiry is complete or if they need to explore further.

Curriculum Design:

Long-term plans map out the progression of knowledge and skills from EYFS to Year 6.

Medium-term plans include enquiry questions, key vocabulary, and Knowledge Organisers

Assessment:

Teachers use questioning, observation, and pupil work to check understanding.

End-of-unit tasks allow pupils to show what they have learned.

Moderation across year groups ensures consistency and accuracy.

IMPACT

By the end of Key Stage 2, pupils at Cullercoats Primary School will:

Have built their factual knowledge of religious beliefs and practices and will recognise local, national and global contexts.

Have developed their range of subject-specific vocabulary.

Have developed a capacity to form their own reasoned opinions, identifying relevant information and using examples to back up their ideas.

Have developed a capacity to listen to differing points of view and see the world through the eyes of others.

Have been given opportunities to reflect on their own feelings, experiences, ideas, beliefs and values in reference to the religious material studied.

Have developed an ability to investigate and enquire independently, using a variety of sources.

Be prepared for the next stage of learning in Religious Education at secondary school.

Evidence of Impact:

High-quality work in books and displays.

Pupil voice showing enjoyment and engagement in Religious Education studies.

Successful enquiry projects and presentations.

Consistent progress across all year groups.

This Intent, Implementation, and Impact statement underpins our RE curriculum and ensures it is ambitious, inclusive, and aligned with national expectations.

SKILLS MAPPING DOCUMENTS