Progression in Religious Education at Manor Road Primary School

Religious Education at Manor Road. Our syllabus reflects the fact that the religious traditions in Great Britain are in the main Christian, while taking into account of the teaching and practices of other main religions such as Hinduism, Buddhism, Islam. A syllabus that is not designed to convert pupils, or to urge a particular religion or religious belief on pupils. At Manor Road, the teaching about religions and beliefs is fair, balanced and open. It promotes mutual respect and understanding, whilst not undermining or ignoring the role of families.

Progression

Progression through Key Questions.

Eyfs Year 1 Year 2

Year 3

Year 6 Year 5 Year 4

Reception Key Learning in Religious Education

Children are expected to recall some parts of religious stories from at least 2 religions.

They should be able to talk about people and situations important to themselves within the school community.

In addition, talk about people and situations important to themselves in their families and community.

Children may begin to ask questions.

Year 1 Expectations.

This links specifically to Hinduism.

Christmas story. Rama and Sita.

Growth mind set: Resilience and self respect.

Links to PSHE and ECO/School council.

Children discuss sets of principles and rules to follow. Links to Manor Road Code.

An example of a key belief!

Year 2 Expectations.

Haadi shared his own personal experiences.

Begin then comparing religions. How do they differ? How are they similar?

Following the Manor Road Code.

Manners and helping one another as a thank you.

Links to Growth Mind Set and PSHE. Discussing what makes us who we are and our sense of identity.

Year 3 Expectations Children will now begin to show an awareness of similarities in religions. – Building on Year 2. Identify how religion is expressed in different ways- eg dress, prayer, celebrations. Children now are a developing religious vocabulary to describe some key features of religious traditions. – Children are encouraged to use vocabulary banks to support. Recognise their own and others’ values. Links to what is right and wrong. – Manor Road Code. Growth Mind Set and PSHE. Children are encouraged to ask deeper questions about religion and beliefs and find out answers.

Year 4 Expectations

When in Year 4, children are expected to use specific vocabulary to describe key features of religious traditions.

They should now be confident when recognising similarities and differences between religions.

In Year 4, children should begin to identify the impact a religion has on it’s believers’ lives.

Children should begin to make links between believers’ values and commitments and their own personal commitments.

Ask important questions about religions and beliefs and compare answers to their own experiences.

Year 5 Expectations

When in Year 5, children should make links between beliefs and sacred texts, including stories and various religious sources .

Children should apply their ideas to their own and other peoples’ lives simply.

Suggest meanings for a range of living religious traditions eg, Guru Granth Sahib, Wudu before handling the Qur’an.

Describe the impact of religion on people’s in terms of beliefs, values and personal meaning. Apply their ideas to their own and other peoples’ lives simply.

Ask important questions about religion and beliefs, and compare the different viewpoints within a faith group.

Year 6 Expectations Children in Year 6 should use developing religious vocabulary to describe and show clear understanding of religious traditions, including practices, beliefs, ideas, feelings and experiences. Children should explain what inspires and influences them, expressing their own views whilst respecting other people’s. They should analyse religious information and begin to develop their own opinions. Children should be confident when asking important questions about religion and beliefs. (Questions linked to identity, belonging, meaning, purpose, truth, values and commitments). Children should compare different viewpoints within a faith group.