Intent

At Trumps Green Infant School, Religious Education helps children develop knowledge and understanding of religious and non-religious world-views and the ways in which beliefs influence how people understand and live in the world. Through RE, we want children to develop curiosity, respect and open-mindedness, while also reflecting on their own experiences, ideas and sense of identity and belonging.

Our RE curriculum is based on the Surrey Agreed Syllabus for Religious Education (2023–2028) and is designed to develop three connected types of knowledge: substantive knowledge of religions and world-views, disciplinary knowledge through asking questions and exploring ideas and evidence, and personal knowledge through reflection on their own developing world-view. Across Years 1 and 2, these are developed through Surrey's Golden Threads of God, Community and Identity.

We intend that all pupils, including disadvantaged pupils, pupils with SEND and those who may face other barriers to learning, can access the same ambitious RE curriculum. Teaching is adapted and supported where necessary so that every child can develop their knowledge, vocabulary, thinking and ability to express their ideas.

What we intend pupils to know and do

Pupils will develop knowledge and understanding of:

· key beliefs, concepts, stories, people, practices and places associated with Christianity, Judaism and Islam;

· how beliefs are expressed through stories, worship, prayer, symbols, objects, festivals, art, music and everyday life;

· the importance of religion and belief to individuals, families and communities;

· similarities and differences within and between religious and non-religious world-views;

· subject-specific vocabulary that enables them to talk accurately about religion, belief and world-views;

· the ways in which people's beliefs and experiences can influence how they live and make choices.

Pupils will develop the ability to:

· ask relevant and thoughtful questions about religion, belief and what it means to be human;

· listen to and consider different viewpoints;

· identify and describe beliefs and practices;

· make simple comparisons and identify similarities and differences;

· use appropriate religious and subject-specific vocabulary;

· respond sensitively to stories, artefacts, symbols, images and other expressions of belief;

· give simple reasons for their own views and begin to explain why people may hold different views;

· reflect on their own experiences, feelings, values and sense of belonging.

These elements are deliberately connected: secure knowledge and vocabulary enable pupils to ask better questions; enquiry helps them explore beliefs and practices; and reflection helps them consider their own ideas alongside the perspectives of others.

How RE develops from Reception to Year 2

In Reception, children develop early foundations for RE through the EYFS curriculum and the Surrey approach to Specialness, Celebration and Belonging. They begin to notice what is special to themselves and others, explore celebrations and traditions, talk about families and communities, listen to stories and begin to recognise that people may have different beliefs and ways of living.

Across Years 1 and 2, the mixed-age curriculum is carefully sequenced so that pupils revisit and deepen their understanding rather than simply completing isolated units. Pupils build a growing body of substantive knowledge about Christianity, Judaism and Islam while developing the disciplinary and personal knowledge needed to think and talk about religion and world-views.

Within the mixed-age curriculum:

· younger or less experienced pupils establish essential knowledge, vocabulary and enquiry skills;

· older and more experienced pupils revisit this learning at greater depth, make stronger connections and increasingly explain their ideas independently;

· pupils progressively develop their ability to ask questions, identify similarities and differences, recognise different viewpoints, use evidence and examples, and give reasons for their responses;

· Knowledge is revisited through the Golden Threads of God, Community and Identity, helping pupils to build connections across units and across their time in school.

This progression reflects the Surrey syllabus principle that the curriculum itself should provide the progression model and enable pupils to build connected knowledge over time.

RE and the wider curriculum

RE contributes to children's understanding of the wider world and complements learning across the curriculum. It develops language, vocabulary, speaking and listening and reading through religious stories, discussion and subject-specific terminology. It supports PSHE through learning about identity, relationships, belonging, respect and different perspectives. Art and music provide opportunities to explore how beliefs are expressed creatively, while history and geography help pupils understand religious traditions, places, communities and their development over time.

RE also provides opportunities for pupils to encounter the lived experiences of people in their local community and beyond. Where appropriate, visits, visitors, artefacts and first-hand experiences help pupils recognise that religions and beliefs are lived in diverse ways. Surrey SACRE specifically encourages pupils to encounter lived experience through visits and visitors.

Intended end points

By the end of Reception, pupils should begin to:

· recognise that people have things that are special and important to them;

· talk about celebrations, families and belonging;

· listen and respond to stories and experiences connected to belief and tradition;

· recognise that people may have different beliefs and ways of living;

· begin to express their own thoughts and feelings.

By the end of Year 2, pupils should be able to:

· recall and talk about key beliefs, stories, practices, people and places from Christianity, Judaism and Islam;

· use an increasing range of appropriate RE vocabulary;

· describe how beliefs are expressed through stories, objects, symbols, worship, prayer, celebrations and everyday actions;

· identify similarities and differences between aspects of different religions and beliefs;

· recognise that people within a religious tradition may have different experiences and viewpoints;

· ask relevant questions about beliefs, values and what it means to be human;

· respond sensitively to different ideas and perspectives;

· give a simple reason for their own view and recognise that others may hold different views;

· make connections between RE learning and their own experiences, community and the wider world;

· demonstrate growing understanding of the Golden Threads of God, Community and Identity.

Ultimately, we want pupils to leave Trumps Green Infant School with secure foundational knowledge of Christianity, Judaism and Islam, an understanding that people hold diverse religious and non-religious worldviews, the vocabulary and enquiry skills to explore these respectfully, and the confidence to reflect on their own developing ideas and sense of identity and belonging.

Impact

The impact of our RE curriculum is seen in pupils who can increasingly remember, connect, question, discuss and reflect on what they have learned.

Teachers use discussion, questioning, children's work and ongoing formative assessment to identify what pupils know, understand and can articulate, and to address misconceptions or gaps in knowledge. Subject monitoring, pupil voice and work scrutiny help leaders to evaluate whether pupils are building knowledge progressively across Reception and Years 1 and 2.

Pupils should demonstrate increasing confidence in using RE vocabulary, recalling substantive knowledge, making connections, recognising different viewpoints and expressing their own ideas with increasing clarity and sensitivity.

Parents retain the right to withdraw their child from all or part of RE, in accordance with the statutory arrangements for Religious Education.

Implementation

• The use of the Surrey Agreed Syllabus (revised and implemented) 2017-22. Units are allocated to each year group.           
• For all lessons to build on knowledge, skills and understanding from previous lessons and prior learning in earlier year groups.
• Foundation stage will cover 6 key questions, connected to the rest of the EYFS curriculum. These will build children’s understanding of the concepts of Specialness, Celebration and Belonging.
• In Years 1 and 2, children will develop their knowledge of Christianity and aspects of Judaism and Islam. They will learn how religion and belief is expressed in many different ways.

Impact

During their RE learning, children will able to make links between their own lives and those of others in their community and in the wider world. The children will be developing an understanding of other people’s beliefs, cultures and ways of life, which they are then able to communicate to the wider community. RE offers the children the means by which to understand how other people choose to live and to understand why they choose to live that way. As such, RE is invaluable in our ever-changing world.

Parents retain the right to withdraw their child from all or part of RE.