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RELIGIOUS EDUCATION (RE)

By the time the children leave Telferscot in Year 6 we aspire for them to have a deep understanding and respect of the 6 major religions (Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism) as well other beliefs such as Humanism.  Children will learn about these religions and beliefs as well as learning from them too. At Telferscot we want children to feel confident in their own beliefs and give them the opportunity to offer their fellow peers a better understanding through their expertise and experiences.

How RE is taught at Telferscot 

RE at Telferscot is taught in 4 different weekly blocks across the first four half terms; Autumn 1, Autumn 2, Spring 1 and Spring 2. We use the Lambeth SACRE scheme to inform us which teaching and learning in this subject is compulsory. From this the RE curriculum has been carefully mapped out to allow pupils to build on previous knowledge and progress to more complex and mature concepts in the later years of primary school.  

As well as using different online tools, artefacts and books we have available in school, we also encourage children and families from these religions to come in and talk to the children about their own experiences of their faith to deepen the pupils' understanding. 

What children learn about in RE

 

Autumn 1 

Autumn 2 

Spring 1 

Spring 2 

Nursery and Reception Their main RE weeks are in Autumn 2 but due to their curriculum they will be doing this over the year at relevant times e.g. Luna New Year and  Easter. 

 

 

Celebrations from around the world 

The children learn all about festivals and celebrations from different religions and cultures around the world. This includes, Eid, Fireworks night, Diwali, Birthdays and Christmas.  

 

Year 1 

Who am I/Belonging  

In this unit pupils draw on their understanding of what it means to belong, and then relate it to how children are given a sense of belonging in four religions: Christianity, Islam, Hinduism and Sikhism. Pupils investigate how children are welcomed into different religions. They think about how people show they belong and what is special for them about belonging. 

 

Christianity  

Unit 1- Jesus’ birth and Christmas- considerations in this unit: 

What do Christians remember at Christmas?  

What do Christians believe about Jesus?  

Why is the Bible important to Christians? 

Unit 2- Jesus the teacher- considerations in this unit: 

What values do Christians believe Jesus taught? How do Christians believe Jesus taught them these values? 

Islam  

Unit 1- Prophet Muhammad (pbuh)- considerations in this unit: 

What is the profession of faith? What do Muslims believe?  

Why is Prophet Muhammad (pbuh) important to Muslims?  

What is the Qur’an? 

Unit 2- Five Pillars of Islam- considerations in this unit:  

What are the five pillars of Islam? What does worship mean to Muslims? How do Muslims show their respect for Allah in everyday life? 

  

Judaism  

Unit 1- Shabbat – A day of rest- considerations in this unit: 

Why is Shabbat important to Jews? Why do Jews visit the synagogue on Shabbat?  

Why is it important to keep traditions / customs alive? 

Year 2 

Hinduism   

Unit 1- Diwali- considerations in this unit: 

What understanding do Hindus have about God?  

What do stories at Diwali explain about God?  

What is the role of a Hindu temple in a Hindu’s life? 

Unit 2- Worship- considerations in this unit: 

What is the importance of families in Hinduism? Why are honesty and truthfulness important in Hinduism?  

How do Hindus pray at home and in the Temple? 

 

Celebrations 

In this unit pupils are given the opportunity to learn about the beliefs of two religions, Christianity and Judaism, through a focus on celebrations and festivals. They will learn the meaning of the festivals for believers, the way in which the festival is celebrated around the world, and what pupils may learn about their own lives and communities from it. 

 

Sikhism   

Unit 1 - Guru Nanak and his teachings- considerations in this unit:  

What do Sikhs believe about God? What does Guru mean?  

What does it mean to be equal? 

Unit 2- Sikh teaching and life- considerations in this unit:  

How do the lives of Sikhs show they follow rules in their lives? 

What does worship mean to Sikhs? 

Christianity   

Unit 3- Easter and Symbols- considerations in this unit: 

What do symbols of Easter represent? How do symbols and symbolic actions show the importance of Easter for Christians? 

Unit 4- A Local Church- considerations in this unit: 

What happens in a Christian place of worship?  

How does a place of worship help Christians to remember their beliefs about Jesus? How do Christians try to follow Jesus’ example? 

 

Year 3 

How did the world begin? 

In this unit pupils investigate patterns, rhythms in nature, change and growth and start to consider the cycle of life. The unit provides an opportunity to experience awe and wonder as pupils reflect on attitudes to life, living things and the world. The question is raised: ‘Where did it all begin?’ Through this unit pupils are introduced to the belief that whilst some people believe the world was a wonderful accident, people of many faiths, and specifically Jews, Christians and Muslims, believe a Creator God, designed the world. 

 

Christianity  

Unit 5- The Bible- considerations in this unit: 

How do Christians use the Bible? What is the relationship between the life of Jesus and the Old and New Testaments? What does the Bible contain? How does using the Bible help Christians to grow in their faith? 

 

Buddhism   

Unit 1- The Buddha- considerations in this unit: 

What is a Buddha? How did the Buddha teach that people should live? 

Unit 2- Living as a Buddhist- considerations in this unit: 

What is the importance of a temple or a Buddhist centre? Why do Buddhists have images of the Buddha? 

Judaism   

Unit 2- Festivals in Jewish Life- considerations in this unit: 

How does what happens at each festival help to teach young Jews about their past? What do these festivals show about the Jews’ relationship with God? 

Unit 3- Abraham- considerations in this unit:   

Why is Abraham important to Jews? How does the Torah help Jewish people to understand what being Jewish means? 

Year 4 

Hinduism   

Unit 3- Hindu life- considerations in this unit: 

Why is the natural world important to a Hindu?  

How does belief about creation lead to vegetarianism and ahimsa? 

Unit 4- God and beliefs- considerations in this unit: 

How do Rama and Krishna help Hindus to understand God? What stories do you know that help Hindus to learn about right and wrong or evil or good?  

What does it mean to be a Hindu? 

 

Islam   

Unit 3- Ramadan and Eid ul Fitr- considerations in this unit:  

Why do Muslims fast during Ramadan?  

How does fasting help Muslims to grow closer to Allah and to each other?  

What lessons can be learned from Ramadan by everyone?  

How do Muslims celebrate Eid? 

Unit 4- Hajj – the journey of a lifetime- considerations in this unit: 

What is a pilgrimage?  

Why do Muslims go on Hajj?  

Which stories are associated with the places on Hajj?  

How does the Hajj make Muslims feel they are all part of one family? 

 

Christianity   

Unit 6- Local Christian places of worship- considerations in this unit: 

Why are there different places of worship for Christians?  

What similarities are there in what Christians believe? How does coming together help Christians to grow in their faith? 

Sikhism   

Unit 3- The Gurdwara and the Guru Granth Sahib – final and everlasting Guru- considerations in this unit: 

How is the Gurdwara a centre for worship and a place that demonstrates Sikh values? 

Why is the Guru Granth Sahib ‘The Everlasting Guru? 

Unit 4- Belonging to the Sikh community- considerations in this unit: 

Why was Guru Gobind Singh important? 

What is the significance of the Amrit Ceremony? 

 

Year 5 

Buddhism   

Unit 3- Following the Buddha’s Teaching- considerations in this unit: 

What is the importance of a temple or a Buddhist centre?  

Why do Buddhists have images of the Buddha? 

Unit 4- The Buddhist Community Worldwide- considerations in this unit: 

Which places have special meaning to Buddhists? What might Buddhists gain from visiting these places? How do Buddhists try to live a good life? 

 

Peace 

This unit allows pupils to consider the idea of peace in the context of different religions.  

 

Christianity   

Unit 7- Who was Jesus? – Human and Divine- considerations in this unit:  

Who do Christians believe Jesus to be? What evidence do Christians base their beliefs upon?  

What meaning does the life and death of Jesus have for Christians. 

Unit 8- Christian Festivals- considerations in this unit: 

How do festivals help Christians to remember Jesus and His teachings? What happens in places of worship to help Christians understand the meaning behind their festivals? 

Weddings    

This unit provides an opportunity to find out about weddings and how they are celebrated across different religions and cultures. The key aspects pupils will examine are: 

• Ways of celebrating (What do people do?);  

• The story (Who is it all about?);  

• The community (Whose celebration is this?);  

• The symbols (Why do they do that?);  

• The inner meaning (What is it really about?). 

 

Year 6 

Judaism  

Unit 4- Prayer and Worship of God- considerations in this unit: 

How does the Shema tell Jews to keep their religion alive? How does the role of a Jew change after their Bar / Bat Mitzvah?  

Why are the home and synagogue equally important in Jewish life? 

 

Christianity  

Unit 9- Leading a Christian life- considerations in this unit: 

How do Christians follow Jesus and His teachings in their daily lives? What Christian values guide the actions of the people and organisations studied?  

What are the challenges of living a Christian life today? 

 

The end of life’s journey   

During this unit pupils investigate beliefs about life and life after death. The unit encourages them to reflect on and express their hopes for their future. Pupils will have the opportunity to share feelings of loss caused by separation and consider how faith and belief can provide some answers to life’s most challenging and ultimate questions, and also challenges attitudes, values and commitments in life. They will consider how important it is to celebrate the lives of those they have lost and how remembering can help the healing process. They will examine their attitudes, values and commitments in the light of this learning. 

 

Understanding faith and belief in Lambeth   

In this unit the children get to consider these key questions: 

• What can we discover about the faiths and beliefs in our class and school?  

• What can we discover about the faiths and beliefs in the local community and the London Borough of Lambeth?  

• How have faith and belief communities in Lambeth changed over the past 50 years?  

• What are the reasons for changes in these communities?  

• How do faith groups work in partnership with each other and the local community?  

• How has life in Lambeth been enriched by the diversity of the faiths and beliefs that make up the borough? 

How we enhance our children's experience of RE at Telferscot

At Telferscot we are very lucky to have a diverse range of staff and pupils. Therefore, we are able to call upon staff, children and parents to come and speak with the pupils about their beliefs and customs. We also aspire for each year group to visit a place of worship over their time at our school. Allowing them to experience each of the major religions' places of worship during their Telferscot school journey. We also invite local spiritual leaders from different places of worship to come and talk to the pupils in class and in assemblies. In Year 6 the children get the opportunity to take part in the Lambeth Faith trail, where they visit a number of different holy buildings within Streatham.