Mrs P Powell – RE Lead
At Liskeard Hillfort we want to develop well rounded and tolerant young people. We want our children to grow into individuals where they think about the positive benefits of equality and inclusion and to reduce the corrosive effects of ignorance and intolerance. To create a place where people of different faiths and no faith can live side by side, displaying mutual respect, understanding and friendship.
Cornwall has very little ethnic diversity and the children in Hillfort are growing up in area where 98.2% of the population identify as White. Therefore, their exposure to other cultures and beliefs is extremely limited, often leading to a lack of understanding, the risk of prejudice and lack of equality. We feel it is essential that our children are supported in developing mutual respect and understanding and encouraged to grow in confidence to achieve a level of critical awareness that helps them become part of a better society. To fulfil this aim, we use the Sandwell syllabus for RE teaching and ensure that children are immersed in a rich and varied curriculum. In addition to this, we partner with the Plymouth Centre for Cultural Diversity to ensure children are able to access a variety of experiences, visits to places of worship and visitors to deepen their learning experience.
When we study RE at Liskeard Hillfort, we are consciously making links and comparisons between all beliefs. Children experience a high quality curriculum which celebrates diversity and a well-rounded view of religions and cultures from modern Britain. Children will learn to identify the links and similarities between the different religions and practices to ensure mutual respect, understanding and tolerance.
We feel it is essential that our children are supported in developing this mutual respect and understanding and encouraged to grow in confidence to achieve a level of critical awareness that helps them become part of a better society.
This curriculum allows the children to learn the way in which one religion has influenced another. The syllabus develops a coherent understanding of religions by using small step teaching. The individual religions are all introduced in small steps to ensure a knowledge rich curriculum. They are then built upon through knowledge sequencing which leads to units where the knowledge is revisited and combined to allow for comparisons of beliefs.Long Term Planning
|Embody the school’s values|
Kindness, resilience, challenge, courage, aspiration
Embracing multiculturalism and fighting the corrosive effects of intolerance.
|Closing the vocabulary gap|
Plan for reading to improve tier 2 words
|Beliefs and Teachings||How beliefs are expressed|
Books, scriptures, symbols, art, readings
|Context: Rituals, Ceremonies and Lifestyles.|
What do I do day to day? What do I do some days?
What do I do on special days?
|Religious Concepts such as…, worship, religious values, belonging, interdependence.||Abstract Religious Terms. …|
E.g. salvation, disobey, forgiveness,
Table 1 and 2 transcendence, tradition, identity, commitment, suffering, and morality.
|Making Sense of Beliefs||Understanding the Impact||Making Connections|
Table 1: Vocabulary related to concepts
|Transcendence||god(s) deity providence supernatural mystery creation destiny purposes revelation|
|Belief||faith knowledge experience trust doubt quest searching orthodox liberal soul spirit morality wonder awe imminence sacred reverence respect|
|Worship||meditation prayer ceremony festival praise communication worth reverence priesthood ministry ritual commitment|
|Tradition||scripture orthodox liberal festival symbol language law custom responsibility congregation sharing belonging inclusion exclusion community identity discipleship authority accountability inspiration enlightenment|
|Morality||ethics law rules respect tolerance right wrong good evil.|
The Spiritual, moral, social and cultural development of pupils.
|Commitment||Purpose dedication discipleship motivation guidance authority|
|Suffering||evil purpose revelation martyrdom|
|Identity||origin purpose destiny freedom spirituality|
|Interdependence||justice friendship family love value belonging participation sharing|
- NB Where some words appear in more than one cluster it is because the difference between concepts is sometimes not clear cut or because the words mean different things in different contexts.
Curriculum Maps:Year 1
|7 lessons||What Christians believe God is like?|
Visit from church worker?
Celebrations that matter to people
|6 lessons||Why does Christmas matter to Christians?|
|7 lessons||Beginning to learn about Sikhs|
|6 lessons||Why does Easter matter to Christians?|
|5 lessons||Who celebrates what?|
|7 lessons||Beginning to learn about Sikhs: The Gardwara – a place to belong|
|7 lessons||Beginning to learn Islam.|
What can we learn from stories of the prophet?
|7 lessons||Holy Places|
Where and how do Christians and Muslims worship?
Visit to church.
|7 lessons||How and why are some books Holy? Sacred books and stories|
|6 lessons||What is the ‘good news’ that Christians believe Jesus brings?|
|6 lessons||Beginning to learn Islam|
|6 lessons||Questions that puzzle us. What can we learn from deep thinking|
|7 lessons||What is it like to be Jewish?|
|7 lessons||What do Christians learn from the creation story?|
|7 lessons||What is it like to be Hindu?|
|6 lessons||What is the Trinity and why is it important to Christians?|
|6 lessons||What are the deeper meaning of Festivals?|
|6 lessons||What is it like to be Sikh in the UK?|
|7 lessons||What matters most to Christians and Humanists?|
|7 lessons||What kind of world did Jesus want?|
|7 lessons||Keeping the 5 Pillars of Islam|
|6 lessons||Why do Christians call the day that Jesus died Good Friday?|
|6 lessons||For Christians: When Jesus left, what was the cost of Pentecost?|
|6 lessons||Why does the prophet Mohammad matter to Muslims?|
|7 lessons||What does it mean if Christians believe Jesus is holy and loving?|
|7 lessons||An inquiry into visiting places of worship.|
Visit to church and/or mosque
|7 lessons||Can religions help people when times get hard?|
|6 lessons||What do Christians believe that Jesus did to save human beings?|
|6 lessons||Hindi, Jewish and Islamic Prayer: What, how, when, where, why?|
|6 lessons||What can we learn about religion from temptation?|
|7 lessons||Why do Hindu’s try to be good?|
|7 lessons||For Christians, what kind of King was Jesus?|
|7 lessons||What will make Liskeard a more respectful community?|
|6 lessons||Christians and how to live: What would Jesus do?|
|6 lessons||Christian Aid and Islamic Relief: can they change the world?|
|6 lessons||What impact do people’s belief have on their lives?|