The RE Curriculum at Petts Hill Primary

Religious Education is compulsory throughout the school as stipulated by the Education Reform Act 1988. Religion centres on values and beliefs and it contributes to moral and social responsibility. It is concerned with feelings, relationships and symbolism and it stimulates art, music and literature.

Petts Hill Primary School follows the Ealing Agreed Syllabus which emphasises the spiritual nature of religion. Called ‘Sowing the seeds of the Future’ it was revised in June 2014 and has, where possible, been incorporated into our Creative Curriculum. We maintain a balance between 'wholly or mainly Christian' programme, which is required by law, and one which reflects our multi-faith community.

There is a Collective Act of Worship every day. Regularly, a class of children takes responsibility for presenting the Assembly, which parents are welcome to attend. Parents have the right to withdraw their children from collective worship; please discuss this with the Headteacher if you wish to do so.  

  • Through our religious education programme we hope the children will:
  • Learn about beliefs, sacred texts, places of worship, and festivals.
  • Explore concepts such as faith, prayer, commitment, good and evil.
  • Show respect for and sensitivity towards other cultures.
  • Understand how faith can enrich our lives.
  • Develop a sense of awe and wonder in their response to the beauty and mystery of life.

Years 1 and 2

Cycle 1 (September 2016)

Autumn

We are learning about special food and in particular:

  • To understand that special foods are eaten on special occasions and that these foods remind people of the occasion being remembered;
  • To understand that many people fast or give up certain foods as part of their religious practices;
  • To understand that many foods eaten on special occasions have symbolic significance.

Spring

We are learning about how we learn from stories and in particular:

  • To understand that there are different faith traditions;
  • To know that many of the various faith traditions are based on a belief in God;
  • To understand that the various faith traditions give believers guidance/rules for living;
  • To know that these guidelines are often written in a holy book that believers read regularly;
  • To understand that different faith traditions have some shared beliefs.

Summer

We are learning about special days and in particular:

  • To understand that people set aside certain days to celebrate their religion, to give thanks and to remember the dead;
  • To understand that some festivals come from the rules in religious books;
  • To be able to talk about how certain special days make them feel.

Cycle 2 (September 2017)

Autumn

We are learning about caring for our world and in particular:

  • To know that there is a need to protect and care for the world;
  • To know that religions have beliefs about the creation of the world;
  • To reflect on the beauty and complexity of the world.

Spring

We are learning about special places and in particular:

  • To understand that special rules apply when visiting special places, e.g. places of worship. They will be able to describe some of these rules;
  • To be able to describe some external and internal features of the place of worship they have visited and say how these are important in the religion;
  • To be able to describe what kind of setting they find helps them reflect.

Summer

We are learning about the importance of water and in particular:

  • To understand that water is essential to life;
  • To know that different religions use water to symbolise new life and washing away of bad actions;
  • To know how water is used in baptism;
  • To know how water is used for cleansing;
  • To name the different artefacts used in Christian baptism, the Muslim ablutions and the Jewish mikvah.

Years 3 and 4

Beliefs and practices (Christianity): learning about the main beliefs and history of Christianity.
 
Beliefs and practices (Islam): learning about the main beliefs and history of Islam.

Death: children will look into the different beliefs about what happens at death and describe them. They will research into the mourning rituals of a few religions and will understand that many people believe that our actions during life can affect what happens to us after death.

History of belief in the UK: children will look at the various ways we learn about the beliefs of past generations. They will see how the ideas and beliefs in Britain today have been influenced across time by a variety of traditions.

Signs and symbols: children will understand the difference between a symbol and a sign. They will discuss how some people use signs and symbols to express their religious identity through outward means, e.g. the way they dress and through the use of food. They will be able to relate the use of signs and symbols to their own lives.

Beliefs and practices (Judaism): learning about the main beliefs and history of Judaism.

Beliefs and practices (Hinduism):  learning about the main beliefs and history of Hinduism

Religious buildings: children will look at the internal and external features of several places of worship and relate them to the appropriate religion. They will identify some of the uses of religious buildings and will discuss how to behave appropriately in a place of worship. They will consider some of their own special places and why these are important to them.

Festivals of light: children will investigate the different religions that celebrate a festival of light. They will Identify some of the stories connected to the festivals and will name some of the artefacts associated with the festivals.

Years 5 and 6

Beliefs and practices (Sikhism): learning about the main beliefs and history of Sikhism.

Special leaders: They will look at how Jesus is a special leader for Christians. They will learn that Christians believe Jesus to be divine and that he was incarnated (i.e. born as a human being) on earth about 2000 years ago. They will also look at the fact that Christians believe he taught about God’s kingdom. They will look into his crucifixion as a means of ensuring forgiveness for humankind and that he was subsequently resurrected.

Rules for living: Children will begin to develop an understanding of the need for, and value of, rules. They will learn that different faiths have different rules at the same time as sharing some rules. They will discuss several rules and name the faith tradition of which they are a part. Children will talk about a personal rule and say why they believe this is important.

Prayer, meditation, and cultivating the inner life: children will learn that people use meditation and prayer to find peace and communicate with God. They will find examples of how actions can be worship. They will research into specific rituals and relate them to beliefs of the religion concerned.

How belief affects living - moral dilemma: Children will learn that much of the Bible is concerned with practical advice about the right way to live. They will understand that Jesus and the Buddha used stories to teach people the right way to live. Children will also begin to formulate their own ideas about power, justice and responsibility.

Religion in art: Children will learn that creativity provides a vehicle for dealing with powerful feelings. They will look into how religious beliefs can be expressed through a variety of creative arts. They will discuss how religious art and architecture reflect the artist’s aesthetic sense as well as their religious beliefs and look into an artist’s religion and culture will be reflected in their work.

Initiation practices:; children will learn the concept of rite of passage. They will look into different initiation practices and understand the significance of signs of belonging

Journeys - pilgrimage: children will learn why people make pilgrimages and will recall details of religious pilgrimages and their own special journeys.

Seeds of unity: children will learn that seeds have been used in several tradition and understand that seed scan symbolise their own potential.

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