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

Hillfort Specific

Embody the school’s values
Kindness, resilience, challenge, courage, aspiration
Cultural Isolation
Embracing multiculturalism and fighting the corrosive effects of intolerance.
Closing the vocabulary gap
Plan for reading to improve tier 2 words

RE Concepts

Beliefs and TeachingsHow 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.

RE Skills

Making Sense of BeliefsUnderstanding the ImpactMaking Connections

Table 1: Vocabulary related to concepts

Key ConceptIncluding:
Transcendencegod(s) deity providence supernatural mystery creation destiny purposes revelation
Belieffaith knowledge experience trust doubt quest searching orthodox liberal soul spirit morality wonder awe imminence sacred reverence respect
Worshipmeditation prayer ceremony festival praise communication worth reverence priesthood ministry ritual commitment
Traditionscripture orthodox liberal festival symbol language law custom responsibility congregation sharing belonging inclusion exclusion community identity discipleship authority accountability inspiration enlightenment
Moralityethics law rules respect tolerance right wrong good evil.

The Spiritual, moral, social and cultural development of pupils.

Key Concept:Including:
CommitmentPurpose dedication discipleship motivation guidance authority
Sufferingevil purpose revelation martyrdom
Identityorigin purpose destiny freedom spirituality
Interdependencejustice friendship family love value belonging participation sharing
  1. 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 lessonsWhat Christians believe God is like?
Visit from church worker?
1 weekDiwali
Celebrations that matter to people
6 lessonsWhy does Christmas matter to Christians?
7 lessonsBeginning to learn about Sikhs
6 lessonsWhy does Easter matter to Christians?
5 lessonsWho celebrates what?
7 lessonsBeginning to learn about Sikhs: The Gardwara – a place to belong
Year 2
7 lessonsBeginning to learn Islam.
What can we learn from stories of the prophet?
7 lessonsHoly Places
Where and how do Christians and Muslims worship?
Visit to church.
7 lessonsHow and why are some books Holy? Sacred books and stories
6 lessonsWhat is the ‘good news’ that Christians believe Jesus brings?
6 lessonsBeginning to learn Islam
6 lessonsQuestions that puzzle us. What can we learn from deep thinking
Year 3
7 lessonsWhat is it like to be Jewish?
7 lessonsWhat do Christians learn from the creation story?
7 lessonsWhat is it like to be Hindu?
6 lessonsWhat is the Trinity and why is it important to Christians?
6 lessonsWhat are the deeper meaning of Festivals?
6 lessonsWhat is it like to be Sikh in the UK?
Year 4
7 lessonsWhat matters most to Christians and Humanists?
7 lessonsWhat kind of world did Jesus want?
7 lessonsKeeping the 5 Pillars of Islam
6 lessonsWhy do Christians call the day that Jesus died Good Friday?
6 lessonsFor Christians: When Jesus left, what was the cost of Pentecost?
6 lessonsWhy does the prophet Mohammad matter to Muslims?
Year 5
7 lessonsWhat does it mean if Christians believe Jesus is holy and loving?
7 lessonsAn inquiry into visiting places of worship.
Visit to church and/or mosque
7 lessonsCan religions help people when times get hard?
6 lessonsWhat do Christians believe that Jesus did to save human beings?
6 lessonsHindi, Jewish and Islamic Prayer: What, how, when, where, why?
6 lessonsWhat can we learn about religion from temptation?
Year 6
7 lessonsWhy do Hindu’s try to be good?
7 lessonsFor Christians, what kind of King was Jesus?
7 lessonsWhat will make Liskeard a more respectful community?
6 lessonsChristians and how to live: What would Jesus do?
6 lessonsChristian Aid and Islamic Relief: can they change the world?
6 lessonsWhat impact do people’s belief have on their lives?