Intent

At High Hazels Academy, we believe that it is vital for all our pupils to learn from and about religion, so that they can understand the world around them. Through Religious & World Views Education, pupils develop their knowledge of the world faiths, and their understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures.  

The United Curriculum for Religion & Worldviews provides all children, regardless of their background, with:

• Coherent and sequenced substantive knowledge of religion and worldviews represented in Britain and the wider world, selected to build pupils’ understanding through three vertical concepts. These vertical concepts build a thematic narrative and provide context across diverse worldviews, as well as using small steps to help pupils gain a deep understanding of complex, abstract ideas:
  • Sacrifice

Giving something up for the benefit of someone else is a recurring concept across religious & non-religious worldviews and takes many different forms. What motivates human action and what are the societal and personal consequences?

• Knowledge & Meaning

One of the unique qualities of human intelligence through time has been our quest for knowledge and meaning. How have religion and belief impacted on humanity’s search for “Truth”? How do beliefs impact human behaviour? What is it reasonable to believe?

• Human Context

Human beings exist in, and are influenced by, their place in time and their geographical, political and social context (Person, Time & Place). Everyone is different, so how have our diversities been influenced by our personal context? What influences a personal worldview?

• A Worldviews approach provides opportunities for all pupils to see themselves reflected in the curriculum, but also to be taken beyond their own experiences. The Religion & Worldviews curriculum teaches pupils about diversity within and between beliefs, cultures and worldviews from across the world, and seeks to teach the skills and knowledge to hold respectful and informed conversations about religion and belief; to be religiously literate.
• A conscious inclusion of vocabulary and substantive content that recognises the need to decolonise teaching materials in a meaningful and accessible way.
• A scholarly approach to the core disciplinary knowledge of theology, philosophy and social sciences, developing pupils’ ability to hold the types of conversation and to apply the methods and processes of theologians, philosophers and social scientists.
• A curiosity and openminded approach to the worldviews of others and a reflective consciousness of their own worldview.

Implementation

The implementation of the United Curriculum for Religion & Worldviews reflects our broader teaching and learning principles.

For Religion & Worldviews in particular:

• Substantive knowledge (‘what we know’) is always carefully situated within existing schemas. Where prior learning is being built-upon in a unit, that knowledge is reviewed and contextualised, so that pupils can situate new knowledge in their broader understanding of different worldviews.
• Disciplinary knowledge (‘how we know’) is introduced in steps, beginning as implicit lenses of study and building to explicit introduction of key terminology and opportunities to engage in the types of conversation, and to apply the methods and processes, of the three disciplines. For example, in KS1 pupils are explicitly introduced to the ‘puzzling questions’ asked by a philosopher in relation to the concepts of creation and freedom; in Year 3, pupils explicitly learn to apply the methods of a theologian when considering the reliability of Biblical text; in Year 4, pupils explicitly practise the methods of a social scientist to analyse Census data.
• Personal knowledge (a pupil’s awareness of their own worldview) is developed through regular opportunities for paired and class discussion, modelled, reasoned oracy practice, as well as explicit examination and challenge of misconceptions through substantive knowledge. For example, in Year 3, pupils learn about the words of the Qur’an on modesty of dress and see examples of how this is interpreted in different ways by many Muslim women. Pupils learn about both the challenges and empowering experiences of different Muslim women and consider how they might support a pupil who chooses to wear a hijab in school.
• Vertical concepts are implicit thematic threads used within overall curriculum design to connect significant aspects of religious and non-religious worldviews. These are not explicitly shared with pupils to avoid cognitive overload as pupils are already managing complex substantive and disciplinary knowledge.
• Opportunities for extended, scholarly writing appear throughout the curriculum. These have a clear purpose and, crucially, allow pupils to write as a theologian, philosopher or social scientist. For example, in Year 4, after considering the complex philosophical nature of truth, doubt and reality, pupils write a balanced argument and explain whether they agree or not with the statement, People should always tell the truth.

Impact

The careful sequencing of the curriculum – and how concepts are gradually built over time – is the progression model. If pupils are keeping up with the curriculum, they are making progress. Formative assessment is prioritised and is focused on whether pupils are keeping up with the curriculum.

In general, this is done through:

• Questioning in lessons. Teachers check understanding so they can fill gaps and address misconceptions as required.
• Pupil conferencing with books. Subject leads and SLT talk to pupils about what they have learnt – both substantive and disciplinary knowledge – and how this connects to learning in previous years and other subjects. For example, pupils in year 4 may be asked to talk about examples of sacrifice and ways it may be significant to different Christians, Muslims and Humanists.
• Post-learning quizzes at the end of each unit. These give teachers an understanding of the knowledge that pupils can recall at the end of the unit, and can be used to identify any remaining gaps to be filled. These are generally simple recall questions, such as the meaning of key terms or symbolism, or some of the reasons why people, places, events, artefacts, stories and practices may be seen as significant.
• Pre-learning quizzes at the start of each unit. These assess pupils’ understanding of the prior knowledge that is required to access the new content in the unit. These are used to identify gaps to be filled prior to teaching the new unit. For example, in a unit about the significance of the resurrection to Christians, pupils need to recall Christian teachings about the significance of the life and person of Jesus as well as the concept of sin. This knowledge is assessed in the Pre-Learning Quiz, and teachers can plan to fill any identified gaps.

RE Long Term Plan

RE SEND Curriculum Adaptations