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-654054445008356600127000Religious Education HEARTS CURRICULUM - KNOWLEDGE PROGRESSION MAP The HEARTS Curriculum for Religious Education follows the Essex Agreed Syllabus, “ ExploRE”Our teaching is based on the Essex Agreed Syllabus and also includes include content from the Understanding Christianity resource. We acknowledge the sensitive nature of this aspect of education and realise the need for a sincere and sympathetic approach. We are aware that some pupils, parents and staff may hold deep beliefs while others hold none. With this in mind we encourage questioning and discussion but respect the right of any individual who does not want to share their inner thoughts. Early Years By the end of the Early Years children are beginning to explore the world of religion in terms of special people, occasions, places and objects. They listen to and talk about stories and reflect on their own feelings and experiences. Adults share a book or story relating to the theme and they then discuss it and relate it to their own experiences. Children then have the opportunity to explore the story through the environment where adults support learning through discussion and questioning. Primary phaseWe use an enquiry approach to RE. All units begin with children discussing a “Big Question”. As the unit progresses, they develop their knowledge, thoughts and opinions about this question. At the end of the unit, they discuss together what they have learnt and share their new insights and opinions.Learning about religion is integrated with learning from religion. Teachers must ensure that pupils have opportunities to explore issues, questions and concepts related to their own and general human experience arising from the religious content being covered. We follow the advice in the Essex greed Syllabus that, “ if RE is to be made relevant and meaningful to children, whether religious or not, it needs to connect with aspects of their own and other people’s experience that may be termed ‘spiritual.” In EYFS and KS1 , all sequences of teaching begin with the child’s own experience. KS1In RE lessons, we encourage children to explore and investigate, to question and to reflect on new ideas and emotions; in EYFS and KS1 creative response sessions provide some of these learning opportunities. As children discuss the values they see represented in stories and in faith communities they develop their empathy, religious literacy and awareness of their own place within the family, the school and the community. Children explore the content from the six key themes from the Essex Agreed Syllabus, special people, special places, special words and stories, special things in nature, special symbols and objects and special ways of living.The sequence of teaching and learning for KS1 is Starting from children’s own experiences and exploring their own ideas relating to a big question Learning knowledge about aspects of a religion relating to the big questionThinking about the impact of religious beliefs on believers’ thinking and on and lives of believers of that religionReflecting on what has been learnt and how their ideas about the big question have been developed as a result of their learning.In KS1 the main religions studied are Christianity, Judaism and Islam. We study Islam because it is the second largest religion (after Christianity) in Essex, in the UK and across the world and because it is so widely misrepresented and misunderstood. Judaism is closely related to Christianity and studying Judaism enables children to link knowledge about the two religions.KS2In KS2 all units include :-opportunities for pupils to explore their own thoughts about a big question relating it to their own experience and their prior learning about religious viewpoints related to the question. learning of core knowledge about aspects of a religion or belief relating to the big questionThinking about the impact of religious beliefs on believers’ thinking and on and lives of believers of that religionreflecting on what has been learnt and how their ideas about the big question have been developed as a result of their learning.We provide these key learning experiences detailed in ExploRE :KS1 Visit places of worship, focusing on symbols and feelings. ? Listen and respond to visitors from local faith communities. ? Use their senses and have times of quiet reflection. ? Use art and design, music, dance and drama to develop their creative talents and imagination. ? Share their own beliefs, ideas and values and talk about their feelings and experiences. ? Begin to use ICT to explore religions and beliefs as practised in the local and wider community.KS2 Encounter religion through visitors and visits to places of worship, focusing on the impact and reality of religion on the local and global community. ? Consider why people have religious beliefs and why some reject religion. ? Engage in personal reflection and response. ? Discuss religious and philosophical questions, giving reasons for their own beliefs and those of others. ? Engage in extended writing. ? Express and communicate their own and others’ insights through art and design, music, dance, drama and ICT. ? Develop the use of ICT, particularly in enhancing awareness of religions and beliefs globally. ? Consider how religion is portrayed in the media and society, recognising stereotypes and misrepresentation.KnowledgeEYFSKS1LKS2 UKS2key beliefs of religionsUse subject-specific vocabularyThe word God is a nameKnow that people belong to different religious communitiesChristians believe that God created the universe.Know that people in this country and around the world adhere to different religions Describe basic religious beliefs of Christianity, Judaism and Islam in simple terms Christianity . Know that Christians believe that:-there is one God and that He created the universe; God is loving, kind and fair and also Lord and King; Jesus is God and he was born as a baby in Bethlehem; it is important to talk to God, listen to God ,worship God in prayer and try to live in ways that please him.Judaism . Know that Jews believe that :- there is one God and that He created the universe; God is kind and fair; it is important to pray to God, worship God and try to live in ways that please him.Islam. Know that Muslims believe that :-there is one God and that He created the universe.God cares about humans and guides them; it is important to follow God’s guidance in every aspect of life and to worship and pray to GodUse religious words and phrasesidentify some similarities in religions Describe some key features of religions including some key religious beliefs and teachingsChristianity . Know that Christians believe that:-The birth, life, death and resurrection of Jesus Christ was part of God’s plan to restore the relationship between humans and GodJesus’ central message was that we should love, love God and love our fellow human beings.Judaism . Know that Jews believe that: There is only one God and that he cannot be subdivided. God is present everywhere, all of the time. God is all-knowing and all-powerful . He has a purpose for the world.Jews are the ‘chosen people’ of God. This means that God selected them to live their lives according to his will and to set an example to others of how he wanted everyone to live.Islam. Know that Muslims believe that :-there is no god but Allah and that Muhammad is the Messenger of AllahGod?is the only true reality and sole source of all creation.It is important to worship Allah and to live according to the will of Allah, following the Five Pillars of Faith , Sikhism :Sikhs believe thatThere is one God. It is important to worship God and to respond to God in prayer and songHinduism: Hindus believe thatHindus believe in one God, Brahman. The many different gods and goddesses reveal different aspects of the One. It is important to worship and pray Buddhism Know that Buddhists believe that :-There is no god. The Buddha was a man not a god. Peacefulness and wisdom can be achieved through meditation.Show increasing understanding of religious practices, beliefs, and experiencesChristianity . Know that Christians believe that:- There is only one?God. God?is a Trinity of Father, Son and Holy Spirit.. God is powerful, all-knowing, holy and loving. Humanism: Humanists believe that fulfilment is arrived at through human effort and inventiveness rather than religion. people should think freely for themselves and should act in the light of reason and experience, and in co-operation with others, for the promotion of human happiness.Sikhism Sikhs believe thatThere is one God who is great and bountiful and devoid of fear and hatred. God loves humans and reaches out to all humans through Grace. Hinduism: Hindus believe thatHindus believe in one God, Brahman. The many different gods and goddesses reveal different aspects of the One. Brahma is the creator: he brings everything into existenceBuddhism Know that Buddhists believe that There is no god. The Buddha was a man not a god. They should try to live their lives according to the Noble Eightfold Path so that they can reach the state of perfect peace that is NirvanaPractices features of religions e.g. festivals, celebrations. artefacts, buildings,Talk about religious pictures or objectsFestivals of Diwali, Harvest, ChristmasRecognise and name features of religions and how they are expressed Use religious words and phrases to describe features of religionsidentify some similarities in religious practices Special Ways of living : Festivals Christianity: Christmas, Easter, Harvest, Judaism : Shabbat , HanukkahIslam : Id-ul-FitrSpecial words Christianity Lord’s prayerIslam Daily prayersJudaism The ShemaSpecial Places . Know that :-the home can be special place in our own experience and as a place of prayer for Muslims and JewsJews, Christians and Muslims think it is important to meet together to worship and learn about God.Know and name features of places of worship in the UK and around the world Christianity : Churches ,Judaism: synagogues , Islam: mosquesName special objects and symbols in Christianity , Judaism and Islamdescribe some key features of religions including some key features of religions festivals, artefacts, buildings, ceremoniesUse a developing religious vocabularyRecognise similarities and differences between features of religionsPlaces of WorshipKnow and name features of places of worship in the UK and around the world, including symbols found. Know what happens in the places of worship and why they are important to the believers. Christianity – worship in the church , baptism(revision of KS1) Judaism worship in the Synagogue and the home. Observing Shabbat in the home. The Shema Islam the mosque. Prayer five times a dayHinduism the Mandir and puja (worship) in the home. Sikhism worship in the gurdwara and at home, the langur mealGive simple explanations of sources, practices, beliefs, ideas, feelings and experiences (answering the ‘why?’ questions) Give explanations and meanings clearly using religious vocabulary accuratelyMake links between sources, practices, beliefs, ideas, feelings and experiences Describe some similarities and differences between religions give meanings for forms of religious expression e.g. rituals, artefactsChristianity: The Lord’s PrayerJudaism festival of Pesach Buddhism. Know the elements of The Noble Eightfold PathKnow the meaning of NirvanaKnow the features of a Buddhist shrine Describe devotional practices including at the shrine and meditationIdentify meanings in the Buddha image ? Religious texts and storiesRecall a religious storyListen to religious stories attentively and respond with appropriate questionsRetell religious stories in detail and discuss their meanings with supportIncluding these stories:-The Creation story in Judaism and ChristianityChristianity. Know that the Bible is a special book for Christians. Parables of the lost Son and the Good Samaritan, story of the birth of Jesus, Zacchaeus, Easter storyJudaism Know that the Torah is a sacred text for JewsStory of how Moses led his people to freedomIslam Know that the Qur’an is a sacred text for Muslims and is treated with great respect. Stories about Muhammed and the camel, The revelation of the Qur’an, Muhammed and the spider, Muhammed and the hungry manSpecial words and storiesSpecial things in natureRetell and suggest simple meanings to religious stories and sacred writings Make links between religious symbols, language and stories and the beliefs or ideas that underlie themDescribe a range of religious stories and sacred textsMake links between religious stories and sacred textsKnow key information about the structure of religious textsChristianity The Bible The creation story in Genesis 1 , Jesus’ Baptism, Jesus’ last weekKnow that The Old Testament corresponds to the Tanakh, the holy book of JewsExplain different ways that Christians interpret the Bible: literal and non-literal interpretationsIslam The Qu ‘ranKnow that the Qu ‘ran is a sacred text for MuslimsBuddhismStory : The Buddha achieves enlightenmentHinduism Creation storyGive meanings for a range of religious stories and sacred textsRecognise figurative or non-literal uses of languageExplain how some forms of religious expression are used differently by individuals and communitiesKnow key information about the structure of religious textsChristianity : Know importance of the Bible for Christians and how it is interpreted Know that the Bible contains the Old and New Testaments, the four Gospels and lettersThe teaching of Jesus: - The two greatest commandments: “Love the Lord your God and Love your neighbour as you love yourself” Jesus’ teaching about prayer, including the Lord’s Prayer Islam : The revelation of the Qur’an to the Prophet MuhammadKnow that the Qur’an contains many people and stories found in the Bible, including stories about Jesus (Isa)JudaismThe Sefer TorahThe story of Moses and the exodus from EgyptSikhismThe Guru Granth Sahib (holy book)The Mool MantraHumanism: Know that Humanists believe that Science provides the most reliable source of knowledge about the world ?Special people holy men and womenKnow that there are people in our lives who are special and who we trustSpecial PeopleKnow that there are some religious people who are trusted and whose teachings are respected by the followers of that religionJesusMosesMuhammedSpecial PeopleSpecial words and storiesChristianity: Know that Jesus is important to Christians and that His birth, actions, teaching, death and resurrection are of great significance for ChristiansJesus, born a Jew, was the founder of Christianity –Jesus was baptised at the start of his ministry Jesus had twelve disciplesRecall key events from the last week of Jesus’ life IslamKnow the part played by the city of Makkah and the Ka’ba in the life of the Prophet Muhammad Identify people who inspire, influence and are sources of wisdom to themselves and others and explain their impact on people’s livesExplain the importance to Christians of Jesus’ teaching Hinduism: Brahman : The Trimurti: Brahma (creator), Vishnu (preserver) and Shiva (destroyer) Judaism: Explain the importance to Jews of the story of Moses and the exodus from Egypt and Moses receiving the Ten Commandments Sikhism : Know that Guru Nanak was the founder of SikhismDescribe the role of Guru Gobind Singh in the formation of the Khalsa Buddhism :Know the importance of the Buddha to BuddhistsRecall the Buddha’s life story and his quest to find an answer to the problem of suffering Recognise the importance of belief and its Impact on livesKnow that there are similarities and differences between themselves and others and among families, communities and traditions. Identify the importance of religion for some people and explain how it might affect their way of life in worship, prayer, care for others and celebrating festivals ChristianityJudaismIslamSpecial ways of livingBegin to describe the impact religion has on believers’ lives and how they put their beliefs into practiceComment on connections between beliefs , values and practicesApply these skills above to the following contentChristianityTeaching of JesusChristian rites of passage: - Baptism - Confirmation – Variety within Christianity - Different churches, denominationsIslam The Five Pillars of IslamReciting the Shahadah(profession of faith)Judaism : observing Shabbat at home and in the synagogue, keeping a Kosher homeDescribe the impact of religion on people’s lives making clear links to beliefsInvestigate the significance of religion in the local, national and global communitiesApply these skills to the following contentHinduism: Reincarnation and the concepts of moksha (release from the cycle of reincarnation), dharma (duty to God and to others) and karma (the idea that actions have consequences for one’s future rebirth) Humanism: The meaning of humanism ? Key humanist beliefs and ideas: People are what matter in life .You can live life without religionThe Golden Rule: treat others as you would like them to treat you Humanist ceremonies marking key milestones in life Sikhism: Know that Sikhs are expected to live according to the threefold golden path ,acknowledging and remembering God at all times and places, earning an honest living and sharing.The Five Ks ? The Mool Mantra ? The importance of equality Enquiring, investigating and interpretingAsk questionsDiscussexpress their own views in response to what they’re taughtTake account of one another’s ideas .ask, and respond sensitively to, questions about their own and others’ experiences and feelingsrecognise that some questions cause people to wonder and are difficult to answeridentify possible meanings for symbols and other forms of religious expressionask important questions about religion and beliefs, making links between their own and others’ responsesask questions about the significant experiences of key figures from religions studied and suggest answers from own and others' experiences, including believersask questions about puzzling aspects of life and experiences and suggest answers, making reference to the teaching of religions studiedMake links between the teachings of the religions studied and life in the world today Raise questions about morality, identity, belonging, meaning, purpose, truth, values and commitmentsDiscuss religious and philosophical questions, giving reasons for their own beliefs and those of otherapply their ideas to their own and other people’s lives discuss and express their views on some fundamental questions of identity, meaning, purpose and morality related to Christianity and other faiths.Respond creativelyRepresent ideas and responses to stories through art, music and role playRespond sensitively to the natural world and forms of artistic and spiritual expressionIdentify how religion is expressed in different ways Say what some religious symbols stand municate their responses and express their own ideas using words, music ,art or movementDemonstrate their understanding of religion through, for example, the use of art and design, music, dance and dramaDescribe some forms of religious expression and begin to interpret themGive meanings for a range of forms of artistic and symbolic expressionExpress and communicate their own and others’ religious insights ideas in different forms using symbolismReflect on and evaluate how religion is portrayed in the media and society, recognising stereotypes and misrepresentationValuesand commitmentsrelating to experience ofthe self and being human,relationships, community,the natural worldright and wrongbig questions Name something that is special to themTalk about their own and others’ behaviour and the consequences and know that some behaviour is unacceptableIdentify what influences them and their attitudes and behaviourrespond sensitively to the values and concerns of others, including those with a faith, in relation to matters of right and wrongrecognise their own values and those of others in relation to matters of right and wrongAsk questions about matters of right and wrong and suggest answers that show understanding of moral and religious issuesRecognise values of religious people in relation to matters of right and wrong and compare to their own valuesMake links between values and commitments and their own attitudes and behaviourIdentify what influences them , making links between aspects ofMake informed responses to people's values and commitments (including religious ones) in the light of their learning They will use different techniques to reflect deeplyRaise, and suggest answers to, questions of morality , values, belonging and commitmentsDescribe what inspires and influences themselves and others ................
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