Intent, Implementation and Impact

Intent

At Frenchwood, studying religious and non-religious worldviews is essential to enable our pupils to appreciate life in our increasingly diverse community. They need to acquire the necessary knowledge and skills to make sense of the complex world in which they live so that they can ‘respect religious and cultural differences and contribute to a cohesive and compassionate society’. (RE Review 2013)

Our syllabus teaches pupils to :

take their place within a diverse multi-religious and multi- secular society;
consider challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human;
weigh up the value of wisdom from different sources, to develop and express insights in response, and to agree or disagree respectfully;
articulate their personal beliefs, ideas, values and experiences so that they can hold balanced and well-informed conversations about religions and worldviews whilst respecting the views of others.

Implementation

We follow the revised version of the Lancashire Agreed Syllabus for Religious Education (2021) ‘Searching for Meaning’. This revised syllabus is the legal basis for Religious Education in Lancashire. It is ambitious for all pupils and outlines the curriculum intent and methods of implementation that will enable all pupils to achieve well and attain high level outcomes by the end of each Key Stage. The syllabus aims to support pupils’ personal search for meaning as they explore what it means to be human. It follows the Lancashire Field of Enquiry model, but also specifies knowledge and skills which build towards clear goals at the end of each key stage. This ensures that the curriculum is progressive, clearly sequenced and suitably ambitious.

The Lancashire Field of Enquiry is a medium-term planning model that is central to the delivery of this syllabus. Use of this model enables teachers to fulfil the aims of the syllabus and support pupils’ personal search for meaning as they explore what it is to be human. Through this model we ensure that the teaching of religious education is embedded within the disciplines of theology, philosophy, ethics and social science. A given key question provides the central line of enquiry across each year group and then focus questions provide a point of exploration within each religion. Each unit of work is structured to include the following four elements:

Shared human experience - the nature of being human.
Living religious tradition - principal religious traditions encountered in the world.
Beliefs and values – the theology that lies at the heart of these traditions.
The search for personal meaning – a lifelong quest for understanding.

Lancashire Agreed Syllabus for RE: What should be studied?
Christianity should be studied at each key stage to ‘reflect the fact that the religious traditions in Great Britain are in the main Christian’. The other major religious traditions of Great Britain (Islam, Hinduism, Judaism, Sikhism and Buddhism) should be studied across the key stages; although they do not have to be studied in equal depth or in every key stage.
Key Stage	EYFS	KS1	KS2
Religions and worldviews to be studied in each Key Stage:	Christianity. Comparisons with other religions and worldviews which represent the school/ local community.	Progressive study of Christianity, Islam and Hinduism. Encountering Judaism, Sikhism, Buddhism and non-religious worldviews.	Progressive study of Christianity, Islam and Hinduism. Encountering Judaism, Sikhism, Buddhism and non-religious worldviews.
Rationale:	RE in EYFS contributes to the Early Learning Goal (People and Communities). It also supports progression across other areas of learning. Children begin to explore religion and worldviews in terms of special times, stories and places.	Pupils begin to gain an understanding of the connections between the Abrahamic faiths through a progressive study of Christianity and Islam and encountering Judaism. They will be introduced to Dharmic traditions.	Pupils will build on their learning in KS1 by continuing to progress their knowledge and understanding of Christianity, Islam and Hinduism. They should also encounter the other major world religions and nonreligious world views. This means that the curriculum is broad and balanced, but also allows for a depth of knowledge and understanding of the religions that are studied progressively.

Impact

The curriculum for Religious Education and Worldviews aims to ensure that all pupils:

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; and
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; and
- 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; and
- Articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives. (‘A Curriculum Framework for Religious Education in England’ Religious Education Council October 2013)

Frenchwood Community Primary School

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Intent, Implementation and Impact