RE Currciulum Map

In an increasingly complex and interconnected world, our Religious Education (RE) curriculum serves as a vital strategic tool for building empathy, deep understanding, and community cohesion.

We focus on providing children with "powerful knowledge"—a concept that moves beyond the simple memorisation of dates and names. Instead, we offer students a conceptual "map" to understand the world and the diverse people within it. By studying the beliefs, values, and traditions of others, our pupils develop the literacy required to navigate a pluralistic society with confidence and respect.

Early Foundations:

Nursery and Reception (EYFS)

In the Early Years Foundation Stage, our focus begins with the child’s immediate world. By starting with "Developing Responsibilities" and "Family," we provide the necessary emotional and social foundation for later religious study.

This early work is intrinsically linked to Personal, Social, and Emotional Development (PSED), teaching children that their own "views and feelings matter" while encouraging them to recognise the same in others.

As the children progress, they move from exploring their own immediate experiences to understanding "families around the world" and the lives of children in different cultures. Key initial concepts include:

• Sharing and Routines: Learning to adapt behaviour to suit classroom rules and understanding the importance of taking turns.

• Friendships and Compliments: Developing early social skills, such as how to be helpful and the importance of giving and receiving "compliments."

• Celebrations: Discovering the joy and meaning behind festivals such as Harvest, Diwali, and Christmas.

• Special Places: Beginning to recognise that different communities have unique, sacred buildings, such as Churches, Mosques, and Mandirs.

The "So What?" of this stage is vital: by learning to "accept the ideas of others" and solve problems regarding their own feelings in Reception, children are building the essential blocks of religious tolerance.

This personal, reflective experience ensures they are ready to transition into the formal study of world religions in Year 1.

Building the Map:

Key Stage 1 (Years 1 and 2)

During Years 1 and 2, the curriculum shifts focus from the "self" to "symbols and stories," beginning to construct a formal map of global faith.

Children begin to explore the concept of "God" through the lenses of different traditions:

• Christianity: Understanding God as a "Father" or a loving parent.

• Islam: Learning about Allah as the creator and the human responsibility to act as Khalifahs (caretakers) of the world.

• Hinduism: Exploring Brahman as the supreme God who can be understood through various deities and forms.

This stage also distils "transferable concepts" such as Belonging and Nature. Children learn that faith is often expressed through outward actions and symbols.

For instance, they investigate how people show they "belong" to a community through ceremonies like Baptism, or by using symbols such as the Cross in Christianity or the Khalsa in Sikhi.

In Year 2, they further explore the concept of Trust through the Jewish festival of Sukkot, learning about the Sukkah (shelter) as a symbol of God's protection.

Understanding these symbols prepares children to look beyond objects and focus on the "people behind the stories" in Lower Key Stage 2.

Values in Action:

Lower Key Stage 2 (Years 3 and 4)

In Years 3 and 4, we see a strategic shift toward "Moral Guidance" and "Inspirational Figures."

The curriculum explores how faith provides a blueprint for living a meaningful life.

We create an interconnected web of role models, allowing children to compare the Prophet Muhammad (pbuh), the original disciples of Jesus, and the spiritual leadership of the Sikh Gurus.

This stage evaluates the "So What?" layer through the lens of "The Good Life."

We teach children that religious beliefs lead to universal values of service:

• Zakat (Islam): The pillar of charity and sharing wealth.

• Langar and Sewa (Sikhi): The practical practice of sharing food in the community kitchen and providing selfless service to others.

• Agape (Christianity): The concept of unconditional, sacrificial love for one's neighbour.

By explicitly linking Langar and Agape to the universal value of service, children learn how religious communities put their faith into action to help those in need.

This prepares them for the more abstract "big questions" explored in their final primary years.

The Big Questions:

Upper Key Stage 2 (Years 5 and 6)

The curriculum culminates in Years 5 and 6 by exploring complex concepts like "Law," "Truth," and "Life's Journey." Students examine how different religions provide "guidance" for existence.

They contrast the Ten Commandments and the Torah for Jewish people with the Qur’an for Muslims, understanding these not just as books, but as living frameworks for morality and law.

The "Journey of Life" concept becomes a central theme, contrasting diverse perspectives on the human experience:

• Hinduism: Children explore the Law of Karma (the belief that actions have consequences) and the Ashramas (the four stages of life). They learn how these lead toward the goal of Moksha (release from the cycle of reincarnation).

• Buddhism: Following the Eight-Fold Path and the Four Noble Truths as a way to reach a state of perfect peace and contentment.

• Christianity: The concept of Salvation and the belief in a journey toward eternal life through the resurrection of Jesus.

This "Powerful Knowledge" equips children for the diversity of secondary school.

By investigating the Law of Karma or the Ashramas, children gain a sophisticated understanding of how different cultures view personal responsibility and growth, ensuring they are ready to participate in a diverse global society.

The Building Blocks of Learning:

Vocabulary and Key Themes

Specialist Vocabulary is a cornerstone of our curriculum. We do not teach "big words" for the sake of it; we teach children to "think like a scholar." By using precise terms, students can make more accurate comparisons between faiths.

The following table illustrates how we use "Transferable Concepts" to connect learning across different year groups: