Religious Education
Our vision: ‘Embracing diversity, building a brighter future together’.
‘Learning at Boothferry inspires us to discover, explore and use our knowledge, skills and understanding to develop ourselves as citizens of tomorrow’.
Curriculum Intent
Our Religious Education (RE) lessons are intended to offer a broad and rich RE curriculum to allow for coverage of the areas prescribed; to allow for a variety of ways to explore religions, their community and personal development and wellbeing. The lessons have an intention of providing a high quality, coherent and progressive experience of the subject, with scope for cross-curricular learning. Through each unit, children will know about and understand a range of religions and world views. They will be able to identify, investigate and respond to a variety of issues. SMSC, personal growth and community cohesion are featured throughout each non-statutory strand and are there to ensure opportunities for children to develop positive attitudes and values and to reflect on and relate their learning in RE to their own experiences. The intent is to make sure that children understand the relevance of RE in today’s modern world and how it affects our lives.
Curriculum Implementation
Our RE lessons offer a broad range of study for children studying RE. In KS1, children begin to look at other religions, focusing on celebrations and rituals. In KS2, we offer a wider range of learning opportunities about the world’s religions including deeper understanding of the origin of those religions and their key stories and teachings. Throughout both key stages, emphasis on personal growth and community cohesion is evident, allowing for personal development for the children from KS1 to the end of KS2. Each unit demonstrates where challenge and differentiation will show development of skills. A progression document showing key vocabulary is also in use so teachers can assess children’s understanding and progress through vocabulary as well.
Curriculum Impact
We believe that the impact of our RE curriculum will be for children to have a better understanding of the religions that make up the UK landscape and how they can learn from and work alongside each other to create community cohesion. All children will be more informed about their position in the world, and the decisions they can make impacting their future. All children in school will be able to talk confidently about their wellbeing, moral and cultural development for the society in which they live. The RE curriculum will promote inquisitive minds, respect, tolerance and understanding for all those around them including themselves. Our aim is that high quality work will be produced and evidenced, showcasing a deep understanding of the main religions of the world, their community and their future. This evidence will be seen through using the correct vocabulary, explanations and respectful opinions, as well as cross-curricular evidence, for example religious and cultural artwork, drama, craft and presentations. Attainment and progress can be measured across the school using our end of year summative assessments and end of year subject reviews that will inform the following year’s action plan.
Withdrawal from Religious Education
Parents may withdraw their child from Religious Education provided they give written notification to the school and the Head Teacher. It is preferred that parents first discuss any issues with the Head before making this decision. Teachers (including the Head Teacher) can exercise their right to withdraw from teaching the subject as outlined in the Education Reform Act 1988.
Progression of Skills
If you would like to read the Progression of Skills document, please click below.
Progression of Vocabulary
If you would like to read the Progression of Vocabulary document, please click below.
At Boothferry we follow the Hull and East Riding of Yorkshire Agreed Syllabus for Religion and Worldviews. The syllabus bridges RE knowledge to relevant and deeper understanding of what faith and practice means, not only to the believer but to the learner, regardless of their personal stance.
A questionnaire was sent out to parents/guardians to collect information about the demographic of our school. From this it was decided that in Key Stage One children will be taught about Christianity, Hinduism and Atheism. In Key Stage Two, children will be taught about Christianity, Hinduism, Islam and Atheism.
Nursery and Reception respond to children’s natural curiosity about things around them. Religious Education is taught through: Communication and language, Personal, Social and Emotional Development, Literacy, Understanding the World and Expressive Arts and Design.
Exemplars of Work
The following exemplars of work follow the thread of ‘Beliefs and Artefacts’.
Year 1- Belonging. Explain how a person shows religion in their life.
Year 2- Believing. Describe how religious people may express their beliefs in action.
Year 3- Sacred places. Explain how artefacts and symbols express the beliefs of faith members.
Year 5- Expressions. Explain how artefacts and symbols express the beliefs of faith members.
The following exemplars of work follow the thread of ‘Questions’.
Year 1- What a wonderful world. Talk about the meaning of two different creation stories.
Year 2- Questions, questions?? Understand that some questions have no simple answers.
Year 3- Founders of faith. Reflect on the teachings of key religious figures and how these teachings impact on society.
Year 4- Our world. Offer answers to an ultimate question from different faith perspectives.
Year 5- Faith in action. Reflect on the teachings of key religious figures and how these teachings impact on society.
Year 6- Justice and freedom. Identify the responses of different religions to ethical questions.
The following exemplars of work follow the thread of ‘God’.
Year 2- Questions, questions?? Identify names for god in different faiths.
Year 3- Founders of faith. Identify key events in the lives of faith founders and their impact on those around them.
Year 4- Our world. Explain how people of different faiths describe what god is like.
Year 5- Faith in action. Describe the teachings of key religious figures, identifying some similarities and differences.
Year 6- Hopes and visions. Explain how people of different faiths describe what god is like.
“Staff who are new to the profession flourish due to the effective support and professional development provided.”
“Pupils behave consistently well. They display very positive attitudes towards their learning.”
“Pupils understand difference and diversity. They know that everyone deserves to be respected.”
“Pupils feel valued and are proud to be themselves. The school is a very happy place to learn.”
“Children in early years quickly master new sounds in phonics and enjoy curling up with their favourite book.”
“Leaders have established an ambitious curriculum. The school has clearly identified the most important knowledge that pupils need to learn.”
“The support that pupils with SEND receive is exemplary. Pupils with SEND are flourishing.”
“The school has established a vibrant curriculum for all pupils. Adults bring learning to life through the many opportunities that the curriculum offers.”
“Leaders deliberately broaden pupils’ experiences by enabling them to take on responsibilities within school.”
“Staff are proud to work in this school.”
“Leaders at Boothferry Primary School have established a distinctive school vision based on respect, cooperation and ‘international mindedness’.”
“Leaders have made reading a priority. Staff share carefully chosen stories that inspire pupils to read.”
