The RE Curriculum at Brownlow Fold

The RE Curriculum at Brownlow Fold

The Learning Challenge

The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point. In designing the curriculum, teachers and learners are using a prime learning challenge, expressed as a question, as the starting point. Using the information gained from pre-learning tasks and our school context, a series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question. Importantly, the learning challenges need to make sense to the learners and be something that is within their immediate understanding. Within each Learning Challenge unit of work, we always include a ‘Green for Growth Challenge.’ These challenges are designed to enable pupils to work at greater depth within a particular unit. Some of the characteristics of a child who is working at greater depth might include:

working independently; applying what they have learned in one area of a subject to other areas; applying their knowledge consistently, confidently and fluently; being able to explain what they have been doing to others, including teaching other children what they have

learned.

Pre-learning tasks ensure that our pupils are directly involved in the planning process. Well planned pre-learning tasks help bring out what our pupils already know, what misconceptions they may have and what really interests them. Our teachers then take account of the outcomes from pre-learning tasks to plan the subsidiary learning challenges for each major area of study.

Empowered Learners

By adopting the ‘Empowering Learning’ skills, we recognise the impact that personal skills can have on the academic success and well-being of our children. They play a vital role in developing the ability of learners to enjoy and reflect on their learning across the curriculum. The six areas for personal development: Self-Management, Effective Partnership, Resourceful Thinkers, Reflective Learners, Independent Enquirers and Team Workers, form what we class as personal skills which are worked upon throughout a child’s time at Brownlow Fold Primary School.

Self-Manager Ability to organise themselves and work out goals and priorities

Show personal responsibility, initiative, creativity and enterprise Anticipate, take and manage risks Commit themselves to learning and self-improvement Respond positively to change

Effective Participators Engage actively with issues that affect them and those around them. Play a full part in the life of the school Take responsible action to bring improvement for others as well as themselves Discuss issues of concern, seeking resolution Present a persuasive case for action Propose practical ways forward Try to influence others, negotiating and balancing diverse views

Resourceful Thinker Think creatively by generating and exploring relevant ideas, and making original connections Find links and see relationships Explore and experiment with resources and materials Ask ‘why’, ‘how’ and ‘what if’ questions Apply imaginative thinking to solve a problem Try different ways to tackle a problem Work with others to find imaginative solutions and outcomes that are of value

Reflective Learner Evaluate their strengths and limitations as learners Review their work and act on outcomes Set themselves realistic goals and criteria for success

Monitor their own performance and progress Invite feedback and deal positively with praise, setbacks and criticism. Make changes to improve their learning Communicate their learning in relevant ways to different audiences

Independent Enquirer Gather, process and evaluate information in their investigations Plan what to do and how to go about it Draw conclusions and evaluate outcomes Take informed and well-reasoned decisions, recognising that other have different beliefs and attitudes Use range of techniques to collect and organise information

Team Worker Work confidently with others, adapting to different contexts and taking responsibility for their own role Listen and take account of others’ views Form collaborative relationships, resolving issues and reaching agreed outcomes Adapt behaviours to suit different roles and situations Show fairness and consideration towards others

Principal aim of our RE curriculum

The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living. The threefold aim of RE elaborates the principal aim. The curriculum for RE aims to ensure that all pupils:

make sense of a range of religious and non-religious beliefs; understand the impact and significance of religious and non-religious beliefs; make connections between religious and non-religious beliefs, concepts, practices and ideas studied.

Brownlow Fold’s RE curriculum is compliant with Bolton Agreed Syllabus for RE 2020–2025.

Can you recognise that there are special places where people go to

worship, and talk about what people do there?

Can you identify at least three objects used in worship and give a

simple account of how they are used and something about what

they mean?

Can you give examples of stories, symbols and how people worship in

churches, mosques and/or synagogues which show what

people believe?

Can you talk about what makes some places special to people, and

what the difference is between religious and non-religious special

places?

Can you give a clear, simple account of the story of Jesus’

birth and why Jesus is important for Christians?

Can you give examples of ways in which Christians use the story of the

nativity to guide their beliefs and actions at Christmas?

Can you decide what you personally have to be thankful for, giving a

reason for your ideas?

Can you think, talk and ask questions about Christmas for

people who are Christians and for people who are not?

Key Vocabulary

Church

Mosque

Synagogue

Sacred

Artefact

Incarnation

Gospel

Nativity

Advent

Secular / non-secular

Prime Learning Challenge Autumn Year 2: Faith & Christmas

Can you explain what makes some places sacred to believers? Can you explain why Christmas matters to Christians?

Big

Questions

Small

Questions Which help to

answer the big

question.

Green for Growth Challenge

Can you sequence and retell the story of the

Nativity from the different characters’

viewpoints?

Empowered Learner Links

Self-manager

I can think about more than one way to solve a problem.

I can use a variety of strategies to control feelings.

I do not allow myself to get distracted easily.

I keep going even when the going is tough and others find it easy.

I know that my actions can impact on others.

I can explain why others may feel unhappy or sad.

Growth Mind-set Links

Cross-Curricular Writing Opportunities

Look carefully at objects found and used in a sacred building,

drawing them carefully and adding labels, lists and captions.

Explore the meanings of signs, symbols, artefacts and actions and how they help in worship to write a report.

Retell the story of the Nativity from the Gospel of Luke from a different person’s viewpoint.

Set up some stations, e.g. Gabriel visits Mary; journey to Bethlehem; Jesus born and placed in manger. Pupils hear the story at each station then go back to their places and rewrite the story.

Text

Information Power points linked to Christianity.

E-books linked to Christianity.

A range of non-fiction books linked to Christianity.

Glossary

Artefact An object made by a human being, typically one of cultural, historical or religious interest. Incarnation A person who embodies in the flesh a deity, spirit, or quality. Gospel The record of Christ's life and teaching in the first four books of the New Testament. Advent The first season of the Church year, leading up to Christmas and including the four preceding Sundays. Non-secular Specifically connected with religious or spiritual matters.

Why does Christmas matter to Christians?

What makes some places sacred to believers?

lectern

tallit

kippah

prayer beads

Gabriel visits Mary

Journey to Bethlehem

Jesus is born

Shepherds see angels

Teaching and learning approach and the aims for RE in Bolton

Key concepts

God Fundamental to Christian belief is the existence of God, Father, Son

and Holy Spirit.

Incarnation For Christians, the New Testament presents Jesus as the Messiah and Saviour, who will repair the effects

of sin and offer a way for humans to be at one with God again.

Incarnation means that Jesus is God in the flesh, and that, in Jesus, God

came to live amongst humans.

Assessment Criterion

Emerging

Expected Exceeding

Enrichment opportunities

Explore the main features of places of worship in Christianity and at least one other religion, ideally by visiting some places of worship.

While visiting, ask questions, handle artefacts, take photos, listen to a story or sing a song.

Explore the unusual things they see, do some drawings of details and collect key words.

Home Learning/Parental Links Questions to explore:

How do places of worship connect with Christian and Muslims/Jewish beliefs and practices studied?

Do you have any things that are holy and sacred?

Are holy buildings for God or for a community or both?

What other signs will there be about Jesus’ birthday and that this is important to Christians?

Can you tell stories from the Bible and recognise a link with the concept of ‘Gospel’ or good

news?

Can you give at least two examples of ways in which Christians follow the teachings studied

about forgiveness and peace?

Can you give at least two examples of how Christians put these beliefs into practice in the

Church community and their own lives?

Can you recognise that Incarnation and Salvation are part of a ‘big story’ of the Bible?

Can you tell stories of Holy Week and Easter from the Bible and recognise a link with the idea of Salvation (Jesus rescuing people)?

Can you think, talk and ask questions about whether the story of Easter has anything to say

to pupils about sadness, hope or heaven?

Key Vocabulary

New / Old Testament

Tax Collector

Forgiveness

Peace

Friendless

Holy Week

Crucifixion

Palm Sunday

Good Friday

Easter Sunday

Prime Learning Challenge Spring Year 2: Christianity

Can you explain what the ‘Good News’ is that Jesus brings? Can you explain why Easter matters to Christians?

Big

Questions

Small


answer the big

question.


Can you writing a series

of diary entries recounting the events in the run up to Jesus’

crucifixion?


Reflective learner

I understand what I need to do next to improve.

I can recognise where my learning could have been done better.

I know what helps me learn well.

I pick the best time to talk to someone about my learning.

I can share my learning with others.

I am happy to make changes from original ideas.

Growth Mind-set Links


Retell the stories of Matthew and Zacchaeus from a different person’s viewpoint.

Writing tasks to try to help people in need, e.g. thank you letter to a local food bank; persuasive letter to support the homeless.

Writing simple diary entries throughout Holy Week and the run up to Jesus’ crucifixion.

Text

Glossary

Tax Collector A person who collects unpaid taxes from other people. They are often portrayed in fiction as being evil, and in the modern world share a similar stereotype to that of lawyers. Friendless A person who has no friends at all; lonely. Holy Week The full week before Easter, starting on Palm Sunday. Palm Sunday The Sunday before Easter, on which Christ's entry into Jerusalem is celebrated in many Christian churches by processions in which branches of palms are carried. Good Friday The Friday before Easter Sunday, on which the Crucifixion of Christ is commemorated.

Why does Easter matter to Christians?

What is the ‘good news’ Christians say Jesus brings?

Matthew

Zacchaeus

Bible

Candle

Jesus enters Jerusalem

Jesus’ betrayal & arrest

Jesus carries his cross

The empty tomb


Key concepts

Gospel Christians believe that Jesus’ incarnation

is ‘good news’ for all people. (‘Gospel’ means ‘good news’.) His life, teaching and ministry embody what it means to live in

relationship with God.

Salvation For Christians, Jesus’ death and

resurrection opens the way for salvation: through Jesus, sin is dealt with,

forgiveness offered, and the relationship between God and humans is restored.


Emerging

Expected Exceeding


Explore the main features of places of worship in Christianity and at least one other religion, ideally by visiting some places of worship.

Role play the different events that led up to Jesus’ crucifixion during Holy Week.

Visit a local food bank or invite workers for homeless charities to speak to the children.

Home Learning/Parental Links Question to explore

What was the ‘good news’ that Jesus brought?

What happens if someone does not forgive, compared with if they do?

How do you think Jesus’ followers were feeling during Holy Week?

What it might feel like when something good happens after something sad?

Prime Learning Challenge

Summer Year 2: Islam Can you explain who Muslims are and how they live?

Can you recognise the words of the Shahadah and explain that it is very important for

Muslims? Can you give a description of what some of them mean?

Can you give examples of how stories about the Prophet show what Muslims believe about

Muhammad and how it guides their beliefs and actions?

Can you give examples of how Muslims use the Shahadah to show what matters to them?

Can you give examples of how Muslims put their beliefs about prayer into action?

Can you talk about what they think is good for Muslims about prayer, respect, celebration and

self-control, giving a good reason for their ideas?

Can you give a good reason about whether prayer, respect, celebration and self-control have

something to say to you too?

Key Vocabulary

Shahadah

Allah

Tawhid

Iman

Qur’an

PBUH

Ibadah

Salah

Prophet

Messenger

Big

Question

Small


answer the big

question.


Can you write a simple informative text about how, where, when and why Muslims read the

Qur’an, and why Muslims treat it so

respectfully?


Independent enquirer

I take enough time to make sense of a problem that is presented to me.

I am curious about new things and will ask questions to find out more.

I can think of instructions for others to follow.

I can explain why I prefer one of two ideas that are proposed.

Growth Mindset Links


Muslims use 99 Names for Allah; look at some of the names written in beautiful calligraphy and create individual calligrams.

Retell the stories of Muhammed, Bilal and Abu Bakr from their points of view.

Write a simple informative text about how, where, when and why Muslims read the Qur’an, and why Muslims treat it so respectfully?

Text

Glossary

Shahadah The Muslim profession of faith (‘there is no god but Allah, and Muhammad is the messenger of Allah’), one of the Five Pillars of Islam. Tawhid Tawhid means 'oneness' and is at the heart of the Muslim faith. Muslims believe Tawhid is the fundamental belief that God is one and that there is only one God. Ibadah In Islam, ibadah is usually translated as "worship", but can also mean “obedience”. Salah Meaning “prayer”: among most non-Arab Muslims, is the second of the five pillars. Prophet A person regarded as an inspired teacher or proclaimer of the will of God.

Who is Muslim and how do they live?

The Qur’an

Rehal

Prayer mat

Prayer beads

Prayer cap

Ka’bah

Islamic decorations

Geometric designs


Key concepts

Iman Iman is faith, the believer’s response to

God. Faith is expressed primarily in acceptance of Muhammad as the final messenger of God (in the words of the

Shahadah).

Ibadah Worship and belief in action are inextricably linked by language.

This concept includes the Five Pillars of Islam, which help Muslims to ensure their lives are dedicated to the worship of Allah.


Many of our children attend mosque daily therefore, they are very knowledgeable about the Islamic faith. The children themselves teach others about their religion.

Invite family members of the children into school to share their experiences of living as a Muslim in Britain.

Home Learning/Parental Links Question to explore

How are Muslims different to people of other faiths?

How are Muslims the same as people of other faiths?

What do Muslims do and say, and why this is so important?

What difference does it make to how they live every day?

How do they set a good example to others?


Emerging

Expected Exceeding

Photographic evidence of the curriculum in action at Brownlow Fold

Documents

The RE Curriculum at Brownlow Fold