The Religious Education Curriculum
At Locking School our RE curriculum is enquiry based, providing children the opportunity to explore religious ideas while reflecting on their own beliefs and identity. Children are encouraged to develop their own self-worth and beliefs while gaining knowledge of, and respect for, different people’s faiths, feelings and values.
The RE curriculum at Locking will:
RE teaching at Locking will:
Assessment of RE at Locking will:
Curriculum Rationale - RE
The choices made within our RE curriculum will allow children to develop a deep understanding of religious beliefs. The curriculum promotes children’s spiritual, moral, social and cultural development while preparing them for the opportunities, responsibilities and experiences of life. The RE curriculum has a vital role to play in developing children as successful learners, confident individuals and positive contributors.
Children will know religious education both as a discipline to be studied and as a field of knowledge that can shape their outlook now and in the future. Knowing that they could, should they wish to, have a career in this area in the future. They will recognise and appreciate how religion may affect the future on a personal, national and global level.
Programme: We follow the Somerset SACRE Scheme: Awareness, Mystery and Value (2019 Syllabus). This scheme reflects the fact that the religious and cultural heritage in Britain are in the main Christian, while taking into account the teaching and practices of Islam, Hinduism and Judaism.
Timetabling: Children are taught RE every week for a minimum of 30 minutes with units spread across 2 terms. Each unit is given equal importance with approximately 6 hours of focused teaching and study during the term. In addition, specific ‘sticky tasks’ are planned throughout the learning sequence to promote retrieval of important, useful and powerful knowledge.
Awareness Mystery and Values
The focus of the RE curriculum is to provide children the opportunity to explore and develop religious beliefs while reflecting on their own beliefs and identity. There are some attitudes that are fundamental to religious education in that they are prerequisites for entering fully into the study of religion and belief, and learning from that experience. Our curriculum will help children to develop their self-esteem, curiosity, fairness and respect by providing them opportunities to recognise their own uniqueness as human beings, and affirm their self-worth; explore religious ideas through reflection, empathy and imagination; acknowledge bias in their own views and recognise the rights of others to hold differing views.
Teaching about religions and beliefs is provided in ways that are fair, accurate and based on sound scholarship. Children learn about religions and beliefs in an environment respectful of human rights, fundamental freedoms and civic values.
The curriculum in EYFS:
The curriculum in Key Stage 1:
The ‘Opening Worlds’ Curriculum:
At Locking Primary School, we are using the ‘Opening Worlds’ Humanities Curriculum where our History, Geography and RE sessions are slowly transitioning. Currently, this curriculum is implemented in Year 3 and Year 4. Over the next two years, all of KS2 will be following this approach.
Intent of the ‘Opening Worlds’ curriculum:
The uniqueness and background of every child is recognise and valued. Because of this, our curriculum covers a range of cultural, historical and ethical backgrounds and offers purposeful and meaningful experiences to apply, share and develop this knowledge . Our diverse, culturally rich, wide-scoping and rigorous/coherent curriculum is underpinned by the teaching of basic skills, knowledge, concepts and values in a rigorous and coherent way. Explicit links to story telling and creativity are made to ensure children to engage and enthuse learners. Many enhancement and enrichment activities are used throughout the curriculum to engage learners and create purposeful, high leverage outcomes that give children the opportunity to use and apply their developing knowledge and skills. Our aim is to create an environment that prompts curiosity, critical thinking and allows learners to connect strands of learning across all aspects of the curriculum.
The Structure of the curriculum:
This approach has a coherent, chronological and rigorous structure that ensures that links are not only made across individual subjects but also across each of the topics covered. This means that knowledge is gradually and successfully built upon and children make explicit links using their previous knowledge. This is consistently revisited and retrieved. Below, the coverage of each humanities subject
Year 5 (September 2024)
|Year 6 (September 2025)|