Religion and World Views
At St. John’s Religion and World Views has a significant role for the development of pupils’ spiritual, moral, social and cultural development. Religion and World Views is underpinned by our school Christian values and we aim to inspire and engage all our children in their learning. We want Religion and World Views to equip them with the knowledge and skills to ask and answer challenging questions, explore different religious beliefs, values and traditions. We want our children to appreciate the way that religious beliefs shape life and our behaviour and develop the ability to make reasoned and informed judgements about religious and moral issues. Our intention is to promote religious understanding, respect and open-mindedness in our multi-cultural school to prepare for our multi-cultural society. We aim to challenge prejudice, discrimination and stereotyping. We want to encourage pupils to develop their sense of identity and belonging through self-awareness and reflection, and so preparing them for adult life.
At St. John’s we follow the Programme of Study for Religion and World Views as suggested in the Leeds and York Diocesan Agreed Syllabus and use the Understanding Christianity resource to deliver some of the Christianity units of work. Our Religion and World Views curriculum plan follows three outcomes, making sense of texts/beliefs, understanding the impact and making connections. Across school, we learn about a range of different religions to develop our understanding of diversity, so each key stage studies Christianity and one other religion in depth (Islam, Judaism or Hinduism). Our yearly plan reflects this throughout EYFS and both key stages. Lessons are planned, developed and taught in a variety of ways ensuring that all children can access and participate in lessons. Interactive, practical and creative lessons encourage our children to discuss their ideas and extend their understanding of difficult concepts and challenging questions. We do this through drama, art, debate and discussion, poetry, questioning, music, prayer and reflection. In lessons, we ask life’s big questions and provide a safe environment in which to challenge ideas studied and learn how to discuss and debate respectfully. Teachers also plan a topic knowledge organiser which outlines key facts/knowledge and vocabulary for children to master by the end of each topic.
The three outcomes covered during lessons are: Making sense of beliefs: Identifying and making sense of core religious and non-religious concepts and beliefs; understanding what these beliefs mean within their traditions; recognising how and why sources of authority are used, expressed and interpreted in different ways, and developing skills of interpretation. Making connections: Reasoning about, reflecting on, evaluating and connecting the concepts, beliefs and practices studied; allowing pupils to challenge ideas and the ideas to challenge pupils’ thinking; discerning possible connections between these ideas and pupils’ own lives and ways of understanding the world Understanding the Impact: Examining how and why people put their beliefs into action in diverse ways, within their everyday lives, within their communities and in the wider world. Our long term plan is a yearly plan which incorporates units of work from The Leeds/York Diocesan Syllabus and the Understanding Christianity resource. Religion and World Views is taught in half termly blocks (of around two weeks) between 3-4 hours per week. By teaching Religion and World Views in blocks, we are ensuring that we deliver the aims and expected standards of the syllabus and dedicate 10% of teaching and learning time to the subject. Each unit of work takes into account prior learning and then builds upon this to show continuity and progression. Our yearly plan is as follows:
Being Special Where do I belong?
Who am I? What does it mean to belong?
What do Christians believe God is like? UC God
What do Christians learn from the story of Creation? UC Creation/Fall
What kind of world did Jesus want? Digging Deeper UC Gospel
What would make our city/town/villa ge a more respectful place?
Why do some people believe in God and some people not?
Why do Christians perform nativity plays at Christmas ? UC Incarnati on
Why does Christmas matter? UC Incarnati on
Why does Christmas matter? Digging Deeper UC Incarnati on
What is it like to follow God? UC People of God
When Jesus left what next? UC Kingdom of God
What does it mean if God is holy and loving? UC God What kind of king is Jesus? UC Kingdom of God
Creation and scienceconflicting or complementar y? UC Creation/Fall
Why is the word God important to Christians ?
Who made the world? UC Creation
What is the good news that Jesus brings? UC Gospel
What is the Trinity? UC Incarnation/G od
What is the Trinity? Digging Deeper UC Incarnation/G od
What would Jesus do? UC Gospel
Was Jesus the messiah? UC Incarnation
How can following God bring freedom and justice? UC People of God
Why do Christians put a cross in an Easter garden? UC Salvation
Why does Easter matter? UC Salvation
Why does Easter matter? Digging Deeper UC Salvation
Why do Christians call the day Jesus died Good Friday? UC Salvation
What are the deeper meanings of festivals?
What did Jesus do to save human beings? UC Salvation
What difference does the resurrection make for Christians? UC Salvation
Which places are special and why?
Who is Jewish and how do they live?
Who is Muslim and what do they believe?
What does it mean to be a Muslim in Britain today?
What does it mean to be a Hindu in Britain today?
What does it mean for a Hindu to follow God?
What does it mean for a Muslim to follow God?
Which stories are special and why? UC Creation
What makes some places sacred to believers?
How should we care for the world and other? Why does it matter?
What kind of world did Jesus want? UC Gospel
How and why do believers show their commitments during the journey of life?
How does religion help people live through good times and bad times?
Why is pilgrimage important to some religious believers?
Curriculum enhancements such as educational visits to places of worship, all serve to engage and excite our learners. Children gain a deeper understanding of the religion studied through experience and enrichment opportunities such as:handling artefacts, exploring scared texts using imaginative play or drama to express feelings and ideas responding to images, games, stories, art, music and dance, meeting visitors from local religious communities, making visits to religious places of worship where possible, and where not, making use of videos and the internet, taking part in whole school events- (multi-faith days, Harvest Festival, school performances) participating in moments of quiet reflection, using ICT to further explore religion and belief globally, comparing religions and worldviews through discussion, debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these.
At St. John’s, we record evidence from lessons in two ways, in an individual Learning Journey book and in a whole class book.
Pupils’ progress in Religion and World Views is based on the expected outcomes outlined in the Leeds Diocesan syllabus and the Understanding Christianity document. Children will make progress in line with, or above that of other core subjects in school. This progress will be measured by end of phase outcomes (EYFS, KS1, Lower KS2 and Upper KS2). Ongoing informal assessment and outcomes are moderated within school and by a Religion and World Views network group, which is attended each term by the Religion and World Views Curriculum Leader.
When children leave St. John’s, the expectation is that all pupils are religiously literate and as a minimum pupils are able to:
Give a theologically informed and thoughtful account of Christianity as a living and diverse faith.
Show an informed and respectful attitude to religions and non-religious world-views in their search for God and meaning.
Engage in meaningful and informed dialogue with those of other faiths and none.
Reflect critically and responsibly on their own spiritual, philosophical and ethical convictions.
Our children will be prepared for adult life, employment and lifelong learning. They will be enabled to develop respect for and sensitivity to others, in particular to those whose faiths and beliefs are different from their own. Our Religion and World Views curriculum will promote discernment and enable pupils to combat prejudice. They will develop their sense of identity and belonging, which will help them to flourish as citizens in the different communities they will be part of throughout their lives.