RE - Intention
At Rucstall Primary School we follow the recommended Hampshire syllabus: Living Difference III. This syllabus develops children as theological enquirers where they examine key concepts with respect and curiosity. Framing Religious Education in this way supports children to apply, communicate and contextualise their knowledge as they investigate each concept. This is a progressive syllabus which deepens children understanding of concepts and widens their knowledge of religious traditions. At Rucstall Primary School, EYFS and Key Stage 1 children learn about and compare Christianity and Judaism - these are both monotheistic. This continues in lower Key Stage 2 where children learn about Christianity and Hinduism which allows them to explore a contrasting polytheistic religion. In upper Key Stage 2 children compare Christianity and Islam in a mature and balanced way, which addresses current events and the children’s prior conceptions. At Rucstall we approach theological enquiries with respect, self-reflection, co-operation and fairness as children learn to share their own experiences and explore alternative views. Through their learning, children value the religions in our school community as well as those that they will encounter in the future.
RE - Implementation
Throughout their time at Rucstall Primary school, learners will engage with a range of religions. All years study Christianity whilst taking account of the teaching and practices of the other principal religions represented in Great Britain.”
At Rucstall Primary School learners engage with the following religions:
EYFS and KS1 - Christianity and Judaism
Years 3 and 4 - Christianity and Hinduism
Years 5 and 6 - Christianity and Islam
In EYFS and KS1 the children look at Christianity and Judaism. These are both monotheistic religions and share similar beliefs and features. This similarity will support children in their early exploration of religion.
Moving on to Hinduism in Years 3 and 4 allows the children to explore a contrasting, polytheistic religion. Hinduism has rituals and practices which are not shared by Christianity or Judaism, and originates from a new part of the world. Throughout this learning children will be able to enquire into beliefs and rituals which they may not have previously encountered.
In Years 5 and 6 children explore Islam. This is studied in the older years to allow the learners to critically think about their perceptions of Islam. Pupils are able to contextualise their knowledge of Islam, and how this is presented in the media, within the wider beliefs of the religion.
Throughout their learning in RE, pupils will be exposed to increasingly complex concepts, which will be examined through the cycle of enquiry process.
These concepts progress through the following:
A Concepts common to all people
B Concepts shared by many religions
C Concepts distinctive to particular religions
|Year 1||Thanking||Journeys||Authority||Remembering||Special Clothes||Storytelling|
|Year 2||Special Books||Light as a symbol||Special Places||Sad and Happy||Change||God|
|Year 3||Water in Rituals||Good and Evil||Transformation||Temptation||Pilgrimage||Holy|
|Year 4||Ceremony||Food in Rituals||Angels||Identity||Places of Worship||Prayer|