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Our Religious Education Curriculum

Curriculum Intent

 

For every child to gain knowledge and understanding of Christianity, other religions and worldviews. Children learn to show respect for and build bridges between different beliefs and practices, people of different faiths and life stances, and to contribute towards their own spiritual, moral, social and cultural development. It enables them to understand their spiritual identity, to adhere to moral values and to learn to play their role in promoting community cohesion and inclusion in our increasingly diverse society. At Greswold we have a diverse school community and celebrate all of our different beliefs. We regularly invite parents and local religious leaders to enhance the children’s learning about different religions and our school values of BRICKS promotes a sense of curiosity whilst showing respect but understanding that we all belong to the same school community.
 

Click here to view the Solihull Local Authority syllabus for Religious Education.

 

Early Years 

 

During our home visits and transition sessions we gather child and family specific information so we can celebrate the diversity of our school community. Stories support the learning and children’s understanding of differences in beliefs and cultures. They celebrate and discuss cultural events such as Diwali, Eid and Passover and share the beliefs behind these events. We use our online learning journal Tapestry to enable parents and children to share their own experiences and knowledge of these events. 

 

Year 1

 

Pupils will have the opportunity to enquire about the world and develop knowledge of different religions through stories and thoughtful activities. They will discuss what people find wonderful about the world and learn about religious views of creationism from Christians, Jews and Muslims. They will learn how they can thank God for what they have through the Harvest festival, Sukkot, and stories of Muhammad. The children will learn why we give and receive gifts through learning about the celebrations of Christmas, Eid-Al Fitr and Chinese New Year. Pupils will also learn about friendship by reflecting on themselves and how they are good friends, whilst exploring how friendship is shown through biblical stories such as the story of Zaccheus, Mary and Martha and the Stilling of the Storm. They will also learn about the Easter story and why Easter is an important time for Christians. The children will explore what makes them unique, making comparisons with themselves and others, particularly thinking about the giving of names and the different ways Christians, Sikhs and Muslims celebrate the birth of a new baby.  

 

Year 2

 

Through an enquiry based approach pupils learn about the concepts of choices, remembering, authority, changing emotions, God and belonging. They explore the ideas and beliefs of different religions, particularly Christianity and Judaism. When they visit the ‘Back to Back’ houses pupils explore a Jewish family’s home and before Christmas visit St Alphege church to learn about the Christmas story.  Children learn through exploring artefacts, stories and sharing their own experiences. The children also have opportunities to ask questions to develop their own knowledge and understanding.

 

Year 3

 

Children develop an understanding of peace, symbolism, love, hope, kindness, prayer and commitment, linking these to their own experiences before hearing stories from around the world and different religions. Children are encouraged to discuss their own beliefs and those of their families in class conversations and reflections. The children also have the opportunity to explore a wide range of Art throughout the year, concentrating on stained glass windows, peace doves and mehndi patterns. 

 

Year 4

 

The children explore themes of kindness, light, sacrifice and life and celebration, through a multitude of faiths. These include Christianity, Sikhism and Judaism. The children will make comparisons of different traditions and customs between faiths and are encouraged to share their views both in reflection and in class discussion. 

 

Year 5

 

Pupils explore and try to answer a number of questions linked to faith and religion. They are encouraged to understand different religions, beliefs and how people express their faith. Children explore a wide variety of creation stories in the unit and look at stories from different faiths. Children are challenged to consider why faiths have different beliefs thinking about what a stereotypical angel might be like. When learning about Christianity, pupils think about what Jesus taught about love and what Easter means. Through stories and discussion they also learn about how a pilgrimage might help someone with their journey of life. Throughout their learning children are encouraged to recognise similarities and differences between faiths and celebrate their own beliefs.

 

Year 6

 

Children read a range of stories, from different world religions, examining the concepts of justice and freedom. They will learn how key figures in history (such as Martin Luther King and Aung San Suu Kyi) were informed and influenced by their own religious beliefs. They will examine the impact of different religious and non-religious ideas about the formation of the Non-Violent Protest and Human Rights Movements. Pupils undertake and share independent research to investigate traditions associated with celebrating Christmas both here and around the world. They build on their previous knowledge of the Christmas Story where they will be encouraged to explore similarities and differences in the two Gospel accounts of Mark and Luke and explain their reasoning for why they may differ.  Pupils will also explore the definition of, and popular ideas relating to, the concept of eternity. They will compare concepts of eternity from both religious and non-religious worldviews. Children will consider what is meant by 'free will' and 'determinism' and then reflect on these concepts in their own life. They will then examine the choices they make in their own lives and discuss how these could be influenced by external factors.

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