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| Key Stage 2: Breadth of Study
| During key stage 2 children should develop knowledge, skills and understanding through the following religions, themes, experiences and opportunities: |
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Religions and beliefs
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The study of Christianity, and aspects of Islam, Judaism and Sikhism.
In addition to the above statutory requirements schools should take into account pupils’ beliefs, viewpoints and ideas.
Schools may also plan to refer to further religions or belief systems, for example those represented in the school and local area.
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| Themes |
Examples |
| Beliefs and questions: how people’s beliefs about God, the world and others influence their lives; |
What is God like and how does believing in God influence people’s lives? |
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Teachings and authority: what sacred texts and other sources say about God, the world and human life; |
Who was Jesus / Muhammad/ Guru Nanak & why did people follow him? What makes some books sacred and what influence do they have on believer’s lives? |
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Worship, pilgrimage and sacred places: where, how and why people worship, including at particular sites; |
What is worship and how is it expressed? |
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The journey of life and death: why some occasions are sacred to believers, and what people think about life after death; |
Why do believers often see life as a journey and what significant experiences mark this? |
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Symbols and religious expression: how religious and spiritual ideas are expressed; |
How and why do people celebrate religious festivals? |
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Inspirational people: figures from whom believers find inspiration; |
What makes a person inspiring to believers? |
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Religion and the individual: what is expected of a person in following a religion or belief; |
How should believers live? What do religions say? How do we decide what is right and wrong? What do religions say? |
| Religion, family and community: how religious families and communities practise their faith, and the contributions this makes to local life; |
How do religious families practise their faith and how does it influence their lives? |
| Beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment. |
How and why do religions teach that people should care for others and the natural world? | | |
Key concepts
| a) Beliefs, teachings and sources |
d) Questions of identity, diversity and belonging |
| b) Practices and ways of life |
e) Questions of meaning, purpose and truth |
| c) Expressing meaning |
f) Questions of values and commitments |
In general these concepts are seen as linking with “learning about religion and belief” (a-c) and “learning from religion and belief” (d-f). When planning, it is advisable to focus RE learning on one key concept from each of the two lists above, balancing learning about and learning from religion and belief.
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Experiences and opportunities
The teaching and learning should be planned to ensure that all pupils have opportunities to:
• encounter religion through visitors and visits to places of worship, focusing on the impact and reality of religion on the local and global community;
• discuss religious and philosophical questions, giving reasons for their own beliefs and those of others;
• consider a range of human experiences and feelings;
• reflect on their own and others’ insights into life and its origin, purpose and meaning;
• express and communicate their own and others’ insights through art and design, music, dance and drama and ICT;
• extend the use of ICT, particularly in enhancing pupils’ awareness of religions and beliefs globally. | |
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