At Yeo Moor we will support children to be successful, confident learners and to positively contribute to a cohesive and compassionate World. We will foster their self-esteem, curiosity, sense of fairness and respect for others. Following Awareness, Mystery and Value will enable children to gain a deeper understanding of their own identity, other people’s identities and a strong sense of belonging. Children will be able to draw on previous learning and make links which allow them to build on their knowledge. They will be learning about different religions and learning from religions. With this growing understanding of cultural diversity, children will be able to compare and contrast allowing them to respectfully challenge other’s opinions.

Every Yeo Moor child will:

Know about and understand a range of religions and worldviews, so that they can:

• describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;
• identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews;
• appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.

Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they     can:

• explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;
• express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues;
• appreciate and appraise varied dimensions of religion or a worldview.

Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:

• find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;
• enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all;
• articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives. 

Rationale:

Throughout Key Stage 1 children explore Christianity and one religion from Hinduism, Islam or Judaism as the focused religions. They learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognize that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion for believers, especially other children and their families. Children ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to themselves and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging.

Throughout Key Stage 2, children learn about Christianity, Hinduism, Islam and Judaism, recognizing the impact of religion locally, nationally and globally. They make connections between different aspects of religion and consider the different forms of religious expression. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognize diversity in religion, learning about similarities and differences both within and between religions and the importance of dialogue between them. They extend the range and use of specialist vocabulary. They recognize the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their ideas clearly, recognizing other people’s viewpoints. They consider their own beliefs and values and those of others in the light of their learning in religious education.

Knowledge Choice:

We follow the programmes of study and curriculum guidance set out in the agreed syllabus “Awareness, Mystery and Value.”

End Points:

LEARNING OUTCOMES FOR THE EARLY YEARS FOUNDATION STAGE

Investigation of religious and non-religious worldviews

By the end of this stage pupils will be taught to:

1. talk about what items and people are important to them and to other people.
2. show awareness and sensitivity towards their own and others’ needs, views and feelings.
3. show awareness of how people can care for living beings.
4. respect their own and others’ ways of life.

Knowledge and understanding of Christianity

By the end of this stage pupils will be taught to:

1. talk about a story about Jesus or a story Jesus told that illustrates Christian concern for the outsider or the marginalised.
2. talk about the creation and how some Christians show their care for the natural world.
3. recognise some items found in a church that are connected with important Christian beliefs or practices.
4. recall at least one person associated with the life of a church.

Knowledge and understanding of religions or worldviews other than Christianity

By the end of this stage, as a MINIMUM requirement, pupils will be taught to: [for example, depending on selected tradition]:

1. talk about a story from the religion or worldview being studied.
2. talk about the natural world and how care is shown for all living things.
3. recognise some items that are connected with important beliefs or practices.
4. recall at least one person associated with the life of the religion or worldview being studied. 

LEARNING OUTCOMES FOR KEY STAGE 1

Investigation of religious and non-religious worldviews

By the end of this stage, as a MINIMUM requirement, pupils will be taught to:

1. talk about what is important to them and to other people with respect for feelings. 
2. talk about some things about people, that make people ask questions. 
3. ask their own questions about God/deity, special people and special occasions.
4. provide a good reason for the views they have and the connections they make.

Knowledge and understanding of Christianity

By the end of this stage, as a MINIMUM requirement, pupils will be taught to:

1. recall some of the ways in which Christmas and Easter are celebrated in different ways by different Christians.
2. recall the key features of the Gospel stories of Christmas and Easter. 
3. say something about how Christians talk about a relationship with God. 
4. say something about how and why Christians try to help others. 
5. provide a good reason for the views they have and the connections they make. 

Knowledge and understanding of religions or worldviews other than Christianity

By the end of this stage, as a MINIMUM requirement, pupils will be taught to: [for example, depending on selected tradition]:

1. recall stories about an inspirational person. 
2. recall key features of an inspirational event, place, ritual or special occasion. 
3. say how stories in a selected tradition are inspirational for believers. 
4. say something about how and why followers of this tradition try to help others. 
5. provide a good reason for the views they have and the connections they make. 

LEARNING OUTCOMES FOR LOWER KEY STAGE 2

Investigation of religious and non-religious worldviews

By the end of this stage, as a MINIMUM requirement, pupils will be taught to:

1. compare different ideas about God and humanity in the traditions studied. 
2. ask important questions about the practice of faith and compare some different possible answers. 
3. link their own ideas about how to lead a good life to the teachings of religions and beliefs being studied. 
4. provide good reasons for the views they have and the connections they make. 

Knowledge and understanding of Christianity

By the end of this stage, as a MINIMUM requirement, pupils will be taught to:

1. describe what Christians might learn about Jesus from the Gospel stories of miracles and his resurrection. 
2. describe some of the different ways in which different Christians show their beliefs in creation, incarnation and salvation, including through the arts, worship and helping others. 
3. describe a way in which some Christians work together locally.
4. describe the importance of the Bible for Christians and give examples of how it is used. 
5. provide good reasons for the views they have and the connections they make. 

Knowledge and understanding of religions or worldviews other than Christianity

By the end of this stage, as a MINIMUM requirement, pupils will be taught to: [for example, depending on selected tradition]:

1. describe what believers might learn from the significant texts/writings being studied. 
2. describe what some of the arts in the tradition being studied might mean to believers. 
3. describe some of the rules and guidance used by believers and how that might be applied in working with others from different traditions. 
4. describe the importance of key texts/writings in the tradition being studied and give an example of how they may be used. 
5. provide good reasons for the views they have and the connections they make. 

LEARNING OUTCOMES FOR UPPER KEY STAGE 2

Investigation of religious and non-religious worldviews

By the end of this stage, as a MINIMUM requirement, pupils will be taught to:

1. describe and explain different ideas about God with reference to two religions or one religion and a non-religious worldview. 
2. ask important questions about religious experience and life after death and suggest answers that refer to traditions of religion and belief.
3. ask important questions about social issues and suggest what might happen depending on different moral choices.
4. provide good reasons for the views they have and the connections they make. 

Knowledge and understanding of Christianity

By the end of this stage, as a MINIMUM requirement, pupils will be taught to:

1. make links between Jesus’ life and teaching and different forms of Christian action, such as in rituals and charitable acts. 
2. describe and compare different ideas Christians may have about developing their relationship with God, through prayer, pilgrimage or personal ‘spiritual’ experience.
3. describe how Christians express beliefs about Jesus as ‘Son of God’ and ‘Saviour’ in worship and art. 
4. describe and compare different ideas Christians may have about salvation and life after death with reference to key texts. 
5. provide good reasons for the views they have and the connections they make. 

Knowledge and understanding of religions or worldviews other than Christianity

By the end of this stage, as a MINIMUM requirement, pupils will be taught to: [for example, depending on selected tradition]:

1. make links between some texts and symbols from religion and belief and guidance on how to live a good life. 
2. describe and compare how important aspects of a religion or belief are celebrated and remembered by different communities. 
3. describe and compare different ways of demonstrating a commitment to a tradition of religion and belief. 
4. describe and compare different ideas from the tradition being studied about the meanings of life and death with reference to key texts. 
5. provide good reasons for the views they have and the connections they make. 

Inspiration:

• Visits to Local Religious buildings
• Nativity
• Artefacts
• Religious books
• People of Faith making positive contributions to society.
• Visitors