RE

Our school follows the Thurrock Agreed Syllabus for RE

Religious education provides opportunities to promote spiritual development by:

  • discussing and reflecting on key questions of meaning and truth such as the origins of the universe, life after death, good and evil, beliefs about God and values such as justice, honesty and truth;
  • learning about and reflecting on important concepts, experiences and beliefs that are at the heart of religious and other traditions and practices;
  • considering how beliefs and concepts in religion may be expressed through the creative and expressive arts and related to the human and natural sciences, thereby contributing to personal and communal identity;
  • considering how religions and other world views perceive the value of human beings, and their relationships with one another, with the natural world, and with God;
  • valuing relationships and developing a sense of belonging; and
  • developing their own views and ideas on religious and spiritual issues.

RE provides opportunities to promote moral development by:

  • enhancing the values identified within the National Curriculum, particularly valuing diversity and engaging in issues of truth, justice and trust;
  • exploring the influence of family, friends and media on moral choices and how society is influenced by beliefs, teachings, sacred texts and guidance from religious leaders;
  • considering what is of ultimate value to pupils and believers by studying the key beliefs and teachings from religion and philosophy about values and ethical codes of practice;
  • studying a range of ethical issues, including those that focus on justice, to promote racial and religious respect and personal integrity.

 

Milestone 1
(Year 1 & Year 2)

Milestone 2
(Year 3 & Year 4)

Milestone 3
(Year 5 & Year 6)

To understand beliefs and teachings

• Describe some of the teachings of a religion.

• Describe some of the main festivals or celebrations of a religion.

• Present the key teachings and beliefs of a religion.

• Refer to religious figures and holy books to explain answers.

• Explain how some teachings and beliefs are shared between religions.

• Explain how religious beliefs shape the lives of individuals and communities. 

To understand practices and lifestyles

• Recognise, name and describe some religious artefacts, places and practices.

• Identify religious artefacts and explain how and why they are used.

• Describe religious buildings and explain how they are used.

• Explain some of the religious practices of both clerics and individuals.

• Explain the practices and lifestyles involved in belonging to a faith community.

• Compare and contrast the lifestyles of different faith groups and give reasons why some within the same faith may adopt different lifestyles.

• Show an understanding of the role of a spiritual leader.

To understand how beliefs are conveyed

• Name some religious symbols.

• Explain the meaning of some religious symbols.

• Identify religious symbolism in literature and the arts.

• Explain some of the different ways that individuals show their beliefs.

To reflect

• Identify the things that are important in their own lives and compare these to religious beliefs.

• Relate emotions to some of the experiences of religious figures studied.

• Ask questions about puzzling aspects of life.

• Show an understanding that personal experiences and feelings influence attitudes and actions. 

• Give some reasons why religious figures may have acted as they did.

• Ask questions that have no universally agreed answers.

• Recognise and express feelings about their own identities. Relate these to religious beliefs or teachings.

• Explain their own ideas about the answers to ultimate questions. 

• Explain why their own answers to ultimate questions may differ from those of others. 

To understand values

• Identify how they have to make their own choices in life.

• Explain how actions affect others.

• Show an understanding of the term ‘morals’.

• Explain how beliefs about right and wrong affect people’s behaviour. 

• Describe how some of the values held by communities or individuals affect behaviour and actions. 

• Discuss and give opinions on stories involving moral dilemmas.

• Explain why different religious communities or individuals may have a different view of what is right and wrong.

• Show an awareness of morals and right and wrong beyond rules (i.e. wanting to act in a certain way despite rules).

• Express their own values and remain respectful of those with different values.