Religious Education and Worldviews

Our RE curriculum is designed to develop children’s curiosity and fascination about the world and its people that will remain with them for the rest of their lives. We are lucky to have a culturally diverse community in Buckinghamshire and we respect and celebrate different beliefs. Pupils investigate a range of faiths and beliefs to develop understanding and tolerance of others’ cultures. We are committed to providing pupils with opportunities to investigate and make enquiries about the diversity of cultures and beliefs in the UK, so that they can develop a real sense of who they are and their own Sikh heritage. Our RE Curriculum encourages our children to develop their empathy to care about their local community and other communities around the world.

RE Curriculum Intent

In terms of DELIVERING EQUITY, we envisage by the end of Year 6 that our pupils will be instilled with empathy, awareness and respect of the rights of others to practise a faith of their own choosing. Our pupils will develop the curiosity to engage with – and want to learn more – about the world in which they live, and the faiths practised. Ultimately, we want pupils leaving SHGS who are respectful, tolerant, and able to articulate religious and cultural differences in a world where sadly all too often, bias, misinformation and prejudice are dominant. Their growing knowledge and empathy will equip pupils with the social and inter-personal skills to meet new and diverse people in their transition to senior school and beyond.

Progressive layering of knowledge, embedded in long-term memory, scaffolds pupils to:

  • Understand belonging as part of a community (e.g. family, religion, school)

  • Know the core foundations of different faiths and their perspectives on key concepts (e.g. afterlife, creation, Holy scriptures)

  • Develop knowledge of the importance of different faith’s etiquettes and values (e.g. attendance of places of worship, prayer)

  • Gain insight to the importance of different places of worship for different faith groups (e.g. Mosque, mandir, Synagogue)

  • Expand vocabulary related to religions and faiths (e.g. Bible, Qur’an, Torah)

  • Experience exposure to a variety of artefacts and symbols relating to the different faith denominations (e.g. symbols of faiths, challis, prayer mat)

  • Learn about the significant people in faiths (e.g. Jesus, Mohammad, Buddha)

Application of Conceptual Understanding – occurs when new information and ideas are incorporated into pupils’ existing knowledge through:

  • Understanding of what is right and what is wrong despite differing opinions (e.g. morals)

  • Recognising and acknowledging that faiths have similarities and differences and all are to be equally respected

  • Developing an appreciation of faiths, cultures and perspectives within the school and the wider community

  • Being aware of significant people in different faiths and the impact that they have on their faith community

  • Knowing different places of worship and the significance that they have to people

  • Developing an understanding of how people of faith can be discriminated against

  • Knowing that each person of faith has the freedom to practise their faith to their own discretion

RE Curriculum Implementation

To achieve our intent, our RE curriculum will provide the following:

  • A progressive, sequential journey of knowledge, skills and concepts from Year 1 to Year 6, encompassing the depth and breadth of the RE curriculum, using the Jigsaw RE Schemes of Work. 

  • Immersion in discussions relating to a wide range of local, national and world

  • Opportunities to address cultural capital disadvantage

  • A focus on subject specific vocabulary to equip children with the language to express their religious and philosophical knowledge with precision and confidence

  • Explicit links with high quality texts and artefacts which provide contextual links and reinforce religious knowledge

  • Key outcomes, described as ‘sticky knowledge,’ which form the foundation of prior and subsequent learning

  • Higher order, subject-specific questions to assess knowledge and understanding

  • Enhanced learning through memorable experiences and visiting experts

  • Adapted learning and teaching to support those with additional needs, including English as an additional language, through the pre-teaching of religious-related vocabulary, the use of peers as examples and a focus on creating cross-curricular links between RE and other subjects

  • Adapted learning and teaching to challenge all pupils to understand concepts on a deeper level such as why people of different faiths choose to follow religious practises that differ from others and relating their knowledge to current events in and around the world

  • Learning opportunities that encourage pupils to develop a genuine interest in and appreciation for other communities and faith groups, both in the local area and beyond

  • Using current events around the globe and in the news to support and expand our learning, giving pupils the opportunity to apply their RE knowledge to different and similar contexts

RE Curriculum Impact

  • Pupils enjoy learning about different religions and cultures and foster a sense of curiosity when met with differing viewpoints

  • Pupils discuss knowledge and concepts they have learned confidently and enthusiastically

  • Pupils understand a wide range of religious-specific vocabulary and knowledge

  • Pupils can recognise a wide range of religious artefacts and symbols

  • Pupils have a clear understanding of religious places of worship and their importance and can make comparisons between them

  • Pupils understand and can discuss faiths and explain their morals and values

  • Pupils can articulate their own beliefs and viewpoints in depth

  • Pupils will be respectful members of society and demonstrate British Values

  • Pupils will gain confidence in discussing different faiths and viewpoints