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    • Religious Education

    The Frides Way

    At St Frideswides we believe that Religious Education plays a central role in offering children the opportunity to hold informed and balanced conversations about their own and others beliefs.  Through exploration of a wide range of religious and non religious world views.  children can explore their own ideas and learn to respect the opinions of others.  As a church school this is a fundamental curriculum subject that interleaves through our vision, values and ethos.  Our block taught curriculum follows the Oxfordshire agreed syllabus and its stranded approach builds on prior knowledge to make sense of the content being taught, providing children the opportunities to answer big questions.

    We aim for children to leave St Frideswide as rounded members of our school and local community, equipped with:

    • Religious understanding and knowledge.
    • Engagement with a range of questions about the meaning and significance of existence.
    • The ability to ask significant and reflective questions about religion.
    • Understanding of how the beliefs, values, practices and ways of life within any religion cohere together.
    • The ability to link the study of religion and belief to personal reflections on meaning and purpose.
    • A knowledge and understanding across a wide range of religions and beliefs. 

    https://www.odbe.org.uk/schools/religious-education/re-scheme/

    Threshold Concepts

    • Understand beliefs and teachings

      This concept involves understanding the key teachings of various religions.

    • Understand practices and lifestyles

      This concept involves understanding the day to day lives and practices of various religions.

    • Understand how beliefs are conveyed

      This concept involves understanding how books, scriptures, readings and other important means of communication are used to convey beliefs.

    • Reflect

      This concept involves an appreciation of how religion plays an important role in the lives of some people.

    • Understand values

      This concept involves an appreciation of how many people place values as an important aspect of their lives.

    Opportunities

    Key Stage 1 Key Stage 2

    • Study the main stories of Christianity.

    • Study other religions including Hinduism, Islam, Judaism 

    • Study other religions of interest to pupils.

    • Study the beliefs, festivals and celebrations of Christianity.

    • Study other religions including Islam and Judaism in depth and  Buddhism, Hinduism and Sikhism in order to gain a brief outline.

    • Study other religions of interest to pupils 

    Milestones

      Milestone 1 Milestone 2 Milestone 3
    Understand beliefs and teachings
    This concept involves understanding the key teachings of various religions.

    • Describe some of the teachings of a religion.

    • Describe some of the main festivals or celebrations of a religion.

    • Present the key teachings and beliefs of a religion.

    • Refer to religious figures and holy books to explain answers.

    • Explain how some teachings and beliefs are shared between religions.

    • Explain how religious beliefs shape the lives of individuals and communities. 
    Understand practices and lifestyles
    This concept involves understanding the day to day lives and practices of various religions.

    • Recognise, name and describe some religious artefacts, places and practices.

    • Identify religious artefacts and explain how and why they are used.

    • Describe religious buildings and explain how they are used.

    • Explain some of the religious practices of both clerics and individuals.

    • Explain the practices and lifestyles involved in belonging to a faith community.

    • Compare and contrast the lifestyles of different faith groups and give reasons why some within the same faith may adopt different lifestyles.

    • Show an understanding of the role of a spiritual leader.
    Understand how beliefs are conveyed
    This concept involves understanding how books, scriptures, readings and other important means of communication are used to convey beliefs.

    • Name some religious symbols.

    • Explain the meaning of some religious symbols.

    • Identify religious symbolism in literature and the arts.

    • Explain some of the different ways that individuals show their beliefs.
    Reflect
    This concept involves an appreciation of how religion plays an important role in the lives of some people.

    • Identify the things that are important in their own lives and compare these to religious beliefs.

    • Relate emotions to some of the experiences of religious figures studied.

    • Ask questions about puzzling aspects of life.

    • Show an understanding that personal experiences and feelings influence attitudes and actions. 

    • Give some reasons why religious figures may have acted as they did.

    • Ask questions that have no universally agreed answers.

    • Recognise and express feelings about their own identities. Relate these to religious beliefs or teachings.

    • Explain their own ideas about the answers to ultimate questions. 

    • Explain why their own answers to ultimate questions may differ from those of others. 
    Understand values
    This concept involves an appreciation of how many people place values as an important aspect of their lives.

    • Identify how they have to make their own choices in life.

    • Explain how actions affect others.

    • Show an understanding of the term ‘morals’.

    • Explain how beliefs about right and wrong affect people’s behaviour. 

    • Describe how some of the values held by communities or individuals affect behaviour and actions. 

    • Discuss and give opinions on stories involving moral dilemmas.

    • Explain why different religious communities or individuals may have a different view of what is right and wrong.

    • Show an awareness of morals and right and wrong beyond rules (i.e. wanting to act in a certain way despite rules).

    • Express their own values and remain respectful of those with different values.

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