Our Religion and Worldviews curriculum is holistic and this starts at Pre School. Using the content from the National Curriculum and the Early Years Framework, we have carefully sequenced our Religion and Worldviews curriculum so children learn in a logical step by step manner.
Utilising the United Curriculum for Religion and Worldviews provides all children, regardless of their background, with:
- Substantive knowledge (‘what we know’) which 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’) which is introduced in steps, beginning as implicit lenses of study and build into 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 child 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 children to avoid cognitive overload. Children are already managing complex substantive and disciplinary knowledge. These include, Sacrifice, Knowledge & Meaning and Human Context.
- There are opportunities for 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.
Religion and Worldviews is is taught in 6-lesson units, over a half term.
The United Curriculum is sequenced so that meaningful links are made between subjects and the order of units allows these connections to be made. For example, pupils are taught about the Romans in European in History in Year 5 Autumn and Spring, so that they can review and build upon knowledge of the spread of the Roman Empire while considering the impact of the conversion of Emperor Constantine on the rapid spread of Christianity across Europe in Religion and Worldviews in Spring 2.
The United Curriculum for Religion and Worldviews has been adapted for Elburton by bringing in the religious demographics of our local area and considering the context of our pupils and the community.
As with every subject, we recognise what makes Religion and Worldviews is unique, and as a result make pedagogical choices to ensure teaching is the best it can possibly be.
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 the vertical concepts that they have been developing in previous years and other subjects.
- 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.
- 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 can be general simple recall questions
- Visit BBC Teach for short, animated clips about world religions.
- Take a look at Charlie and the Blue short films, engaging children on religious traditions, places of worship and festivals.
- As you travel, point out various Places of Worship and encourage children to describe what they see.
- At important family events such as weddings, anniversaries, birthdays talk with your child about the things your family does at these. Talk about how your practices might be similar to/different from those of others.
- Visit KS2 Religious Education - BBC Bitesize for a useful overview and breakdown of world religions.
- Encourage your child to put litter in a bin/bring it home. Go along with your child on a community litter pick. Help them to take pride in their local community. Link these actions to your and your child’s values and help them to recognise how values, behaviours and consequences are linked.
- On walks in your local area, you may pass religious buildings and discuss what you think (or know) happens in them. There may be war memorials close by for example, and you could discuss remembrance practices.
