hertfordshire religious education scheme of work

Schemes of Work for teaching RE to all key stages

We know that planning schemes of work is a laborious and time consuming job for busy teachers, which is why we have created ready-to-use schemes made up of 35 units for Primary schools and 15 units for Secondary schools.

You can view the full list of units here .

Units include lots of teaching and learning ideas, links to useful resources, learning outcomes and assessment guidance and suggestions. Each unit offers on average eight hours of classroom ideas.

We have created these units of work to support its syllabus model A, currently in use in a number of local authorities. However, they offer a resource to support you in teaching RE wherever you are in the country, even if your syllabus is not an RE Today model.

Our Schemes of Work are a resource offering a range of ideas for your classroom. They do not supersede your agreed syllabus.

Check out our handy guide to planning with RE Today units of work to support you in deciding whether these schemes will work for you and your school.

Sample units

1-2 Unit Exploration Planner Who is a Muslim Final SAMPLE

L2-4 Unit Exploration Planner Why do people pray Final SAMPLE

3-12 Is religion a power for peace or a cause of conflict in the world today SAMPLE

Our Schemes of work are available to order now, and are supplied via email within 3 working days.

You can save weeks of planning time and gain over a years worth of lesson ideas* with our full schemes, that work out at only £15 per unit.

Primary schemes of work - £465 Secondary schemes of work - £180

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*based on avg. 8 hours of lesson ideas per unit, and avg. of 1 hour of RE teaching time per week.

Please note: Our Schemes of Work contain links to external websites where useful resources can be found. From time to time this links will move, redirect or break. As these are external third-party websites we are unable to remedy this. The schemes of work are not lesson plans, and do not contain PPTs alongside the content.

RE Today is not responsible for content on external websites. Links were active and correct at time of publication, but they do not always last. Please do check content etc before passing on to students/using in the classroom. Enough information is provided with links for teachers to search for a suitable alternative should links break

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Religion for today and tomorrow (digital download)

The new non-statutory guidance to support the Hertfordshire Agreed Syllabus of Religious Education is an invaluable resource that will help practitioners to effectively organise their Religious Education curriculum. This 76 page colour supplement invites learning across the eight key areas of Religious Education for pupils in EYFS, key stage 1, lower key stage 2, upper key stage 2 and key stage 3:

• guidance for planning
• routes into learning
• programmes of study planning charts
• expected learning outcomes wheels for assessment
• questions and ideas to develop learning and understanding of Christianity, the principal religions and worldviews and to explore deeper questions
• links to the previous Hertfordshire non-statutory schemes of work

Exemplars of long and medium term planning to support teachers in writing plans for their individual settings are available to download from the RE section on the Hertfordshire Grid for Learning.

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The Hertfordshire primary scheme of work for Religious Education

Based on the hertfordshire agreed syllabus of religious education 2000-2005., by hertfordshire (england). education depar....

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Religious Education

The Highwood pupil will be introduced to the beliefs, traditions and values of different religions. They will be provided with opportunities to understand and celebrate one another’s differences and form their own ideas about what they believe. Our curriculum aims to challenge pupils to ask questions about different beliefs, in order to understand them, preparing them to live in a diverse society as open-minded, tolerant individuals showing mutual respect for one another.

• Religious Education Curriculum Map (440.08KB)

Implementation

At Highwood Primary School, we ensure that our RE planning follows a clear progression of skills and ensures that there is full coverage of, the Hertfordshire agreed syllabus 2017-2022, to give the children knowledge about world religions and the opportunities for the consideration of moral and ethical issues. It also provides space for them to reflect on philosophical questions and develop their thought processes. The RE curriculum, focuses on different world religions, with the thread of Christianity running through each year group and the Understanding Christianity scheme of work is used. Where possible, links are made to other subjects to help children make further connections and develop their learning. RE is taught discreetly in class but also plays an important part in whole school activities, for example, school assemblies where spiritual, moral, ethical and philosophical matters are considered and discussed with the children and through class discussion.

We also invite leaders from the main religious faiths to visit the school, to ensure that the children have a broad and balanced view of religion in Britain today. School trips have been arranged across the key stage which are designed to be relevant to and enhance the children’s experience in the classroom.

Before teaching each unit teachers will:

• Create a Big Question , which the pupils will answer at the end of the unit.
• Assess children’s prior knowledge and skills and use this to ensure their planning builds upon this.

During each unit teachers will:

• Ensure each lesson has a learning objective that children will achieve through their work and will help them answer the Big Question.
• Develop the pupil’s use of key religious vocabulary highlighting new vocabulary to pupils and displaying it in the lessons for them to use throughout each unit of work.
• Give pupil’s the opportunity to develop and extend their own thinking and their understanding of Christianity and the other major world faiths, as a contribution to their understanding of the world and their own experience within it.
• Provide pupils with opportunities to make links and use knowledge from other religions, in particular extended writing opportunities.

  At the end of each unit pupils will:

• Complete the assessment task.
• Reflect on the skills they have learnt.

After each unit teachers will:

• Assess children’s ability and skills acquired in the unit.

What will this look like?

Through pupil voice we will see:

• Pupils’ ability to explain the impact of faith/lack of faith in their own lives and its impact on their own behaviour.
• Pupils show tolerance and understanding of beliefs that are different to their own.
• Pupils express their passion for RE by talking enthusiastically about their learning and sharing their knowledge and understanding.

Through learning walks we will see:

• Pupils demonstrating their love of RE through their high levels of engagement.
• Teachers asking reflective questions that require pupils to have an opinion on world faiths and their own beliefs.
• Pupils develop a deeper understanding of religious vocabulary and symbols, which will be present in the pupil’s work.
• Pupils discussing their learning and explain how it links to previous lessons.
• A clear sequence of lessons that allow pupils to acquire knowledge and use this to answer their big questions.

In the pupil’s learning we will see:

• Pupils discussing similarities and differences between world faiths.
• Impact of religion in our local community and in the wider world.
• A clear sequence of lessons that are linked to the big question.
• A piece of work that answers the big question and demonstrates pupil’s understanding of the unit.
• Take pride in their learning and present work of a high standard.
• Differentiated activities that allow all pupils to make progress.

In this section

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• Religious Education

At The Holy Family School, we believe that Religious Education is an education for life. We strive to live out explicitly the Catholic life and mission of our school. Working and growing together we aim to provide the best education for all our pupils in all areas of the curriculum. Religious Education is the foundation upon which all other areas of the curriculum are built; it underpins the philosophy of everything we teach. All staff have a responsibility for fostering Religious Education, encouraging children to value themselves as individuals and recognise their place in our world.

We work closely with our parents and parish, together with them and our pupils we aim to create in The Holy Family School a community of love where Gospel values are witnessed to and where all we do is based on the teachings of Christ. We aim to nurture and nourish the seed of Faith sown at Baptism, assisting parents in this responsibility. We encourage each pupil’s unique and individual growth and development, as they progress along their life journey.

Our aims and objectives for Religious Education are based on the Come and See scheme and the key document for Catholic Education the RE Curriculum Directory for Catholic Schools.

The Curriculum Directory for Catholic Schools, guides us to promote the following:

• Knowledge and understanding of Catholic faith and life.
• Knowledge and understanding of the response of faith to the ultimate questions about human life, its origin and purpose.
• The skills required to engage in examination of and reflection upon religious belief and practice.

Religious Education – Curriculum Intent

At The Holy Family Catholic School our mission statement, ‘As a family we live, love, learn and celebrate with Jesus’ embodies all that we are about and we strive to keep this mission at the core of everything we do. Whether it is learning or playing, we aim to create a family like environment whereby our pupils have the capacity to flourish and achieve their full potential. We value our pupils for who they are rather than what they can do and they are given every opportunity for educational development to the highest level. Success is celebrated for every pupil and all pupils are given the opportunities to succeed.   Within our RE curriculum, we support and develop our pupil’s knowledge of Religion Education, so that they are able to learn from and about Religion.

Religious Education Curriculum at Holy Family

Religious education scheme of work overview – come and see.

At The Holy Family school we follow the Come and See scheme.

The Come and See scheme that we use is a basis for RE teaching, builds upon and secures previous learning, ensuring that key facts and vocabulary are secured. We nurture in our pupils a desire for knowledge and understanding of the world around them.  Through RE, pupils develop their knowledge of world faiths and an awareness of the beliefs, value and traditions of other faiths. As such we encourage our pupils to ask questions about the world and to reflect upon their own beliefs, values and experiences. We are immensely proud of our young pupils as they grow and develop to become confident, caring young adults who are able to articulate and formulate ideas.

Religious Education Policy

Re curriculum map, re long term plan, homework expectations, yearly long term plans, re skills progression, re knowledge organisers - autumn term, re knowledge organisers - spring term, our catholic school.

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The hertfordshire scheme of work for secondary religious ...

Herts for Learning Ltd The hertfordshire scheme of work for secondary religious education Copyright of this publication and copyright of individual documents and media within this publication remains with the original publishers and is intended only for use in schools. All rights reserved. Extracts of the materials contained on this publication may be used and reproduced for educational purposes only. Any other use requires the permission of the relevant copyright holder. Requests for permissions, with a statement of the purpose and extent, should be addressed to: Sarah Gatfield, Support Officer, at 1. INTRODUCTION The hertfordshire secondary scheme of work for religious education (RE) has been developed to accompany the hertfordshire Agreed Syllabus for religious education 2012-2017. It is not a legal requirement to plan RE using this document, but if you do so, your school will be meeting the statutory requirements of the Agreed Syllabus.

1. INTRODUCTION The Hertfordshire Secondary Scheme of Work for Religious Education (RE) has been developed to accompany the Hertfordshire Agreed

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1 Herts for Learning Ltd The hertfordshire scheme of work for secondary religious education Copyright of this publication and copyright of individual documents and media within this publication remains with the original publishers and is intended only for use in schools. All rights reserved. Extracts of the materials contained on this publication may be used and reproduced for educational purposes only. Any other use requires the permission of the relevant copyright holder. Requests for permissions, with a statement of the purpose and extent, should be addressed to: Sarah Gatfield, Support Officer, at 1. INTRODUCTION The hertfordshire secondary scheme of work for religious education (RE) has been developed to accompany the hertfordshire Agreed Syllabus for religious education 2012-2017. It is not a legal requirement to plan RE using this document, but if you do so, your school will be meeting the statutory requirements of the Agreed Syllabus.

2 This scheme of work provides a model for teaching and learning in Key Stage 3 religious education . It is not necessary to follow it in the order it appears on these pages. Some Heads of Departments may wish to adapt the order or substitute suggested activities with successful units from their existing planning. The important factors to consider when making any changes are that: all parts of the Programmes of Study from the Agreed Syllabus must be taught: (Agreed Syllabus pages 23-25, ) Christianity at each Key Stage; the six principal religions in greater depth through key stages 3 and 4 and post-16. The Learning Objectives have been designed to ensure that students reach appropriate levels at the end of Key Stage 3. Changes to the content will necessitate changes to the Learning Objectives and consequently changes to the tasks set. The model Funding Agreement for new Academies (2010) follows this stipulation that RE should be taught in all schools, following a local Agreed Syllabus or denominational syllabus.

3 The law for Free Schools is the same as that for new Academies. In Voluntary Aided Schools with a religious character there is no requirement to teach RE according to the Agreed Syllabus. The required provision for RE is either: according to the trust deed of the school or according to the tenets of the religion or religious denomination (where provision is not specified in the trust deed) or according to the hertfordshire Agreed Syllabus where parents request it (if a child cannot reasonably attend a school where the Agreed Syllabus is being taught). 2. THE EIGHT LEVEL SCALE OF ATTAINMENT The Eight Level Scale of Attainment in the Agreed Syllabus has been used to frame the Learning Objectives in the Units of work . Assessment has two main functions: as a guide to planning ( assessment for learning); and in order to summarise what a pupil has learned ( assessment of learning). The former should be used at all times to inform planning.

4 The latter will be used more regularly when report writing or preparing for consultation meetings with parents. 1 3. AMPLIFICATION OF STATEMENTS OF ATTAINMENT The following exemplars are taken from the primary scheme of work , levels 4 and 5 also provide guidance for KS3. The Eight Level Scale of Attainment in the Agreed Syllabus has been used to frame the Learning Objectives in the Units of work . Assessment has two main functions: as a guide to planning ( assessment for learning); and in order to summarise what a pupil has learned ( assessment of learning). The former should be used at all times to inform planning. The latter will be used more usually when report writing or preparing for consultation meetings with parents. The levels are consistent with subjects from the National Curriculum. The levels are reprinted here as a grid, detailing the Attainment Targets and separating them into the Six Key Areas of religious education which are the basis for the Programmes of Study.

5 The examples printed in italic, provide amplification to the statements of attainment, in order to clarify the nature of work which students might produce at each level. AT1 Learning about religion knowledge and understanding of AT2 Learning from religion response, reflection, evaluation and application to questions of Level Beliefs and teachings religious practices and lifestyles Ways of expressing meaning Human identity, personality and experience Questions of meaning and purpose Values and commitments EYFS Listen and respond to religious stories. Communicate through talk or gesture about a range of special objects/places/ people/practices. Use some basic religious vocabulary that reflects the breadth of their experience. Show awareness of things and people that matter to them and link this to learning in RE. Show curiosity and interest in the world around them. Understand what is right, what is wrong and why. Examples Of RE at EYFS Using nativity figures, props or costumes, play out the Christmas story.

6 Looking at a range of precious items, including those that are religious , talk about how to treat them with respect. Role play a religious ceremony using appropriate religious language. Draw a picture of a person, animal or object which they love and explain how they make them feel. As seasons change discuss how this could have happened. When listening to a faith story give responses to situations of right and wrong. 2 Level Beliefs and teachings religious practices and lifestyles Ways of expressing meaning Human identity, personality and experience Questions of meaning and purpose Values and commitments L1 Recount elements of religious stories. Recognise religious objects/places/ people/practices. Recognise some religious symbols and use some religious vocabulary correctly. Express their own experiences and feelings, recognising what is important in their own lives. Recognise interesting/ puzzling aspects of life.

7 In relation to matters of right and wrong, express what is of value and concern to themselves and others. Examples Of RE at Level 1 Re-enact the story of Noah and the Ark and talk about the importance of the message of the rainbow for some believers. Handle religious artefacts; role-play how they are used and how they are special for some people. Find and match religious symbols and their meanings to each faith. Using examples of club uniforms and religious clothes, talk about why these matter to them. Look at pictures of our changing planet; respond by talking about/ drawing how they think the world might have been made. Listen to the story of The Good Samaritan and role play the right and wrong way to treat each other. L2 Describe some religious ideas from stories and some basic religious beliefs and teachings, using some religious vocabulary. Describe some religious objects/places/ people and practices. Begin to be aware of similarities in religions.

8 Begin to suggest meanings for some religious actions and symbols. Describe how religious belief is expressed in different ways. Describe and respond sensitively to their own and others experiences and feelings, including characters in stories with religious meaning. Ask questions about puzzling aspects of life and experience and suggest answers, including religious ones. Recognise and describe some religious values in relation to matters of right and wrong. Make links between these and their own values. Examples Of RE at Level 2 Using stories from the Gospels retell and act out Jesus healing the paralysed man, explaining why it is such an important lesson for Christians. View/visit two places of worship highlighting the similarities of place and its use for prayer. Identifying and using the practise of Holy Communion, pupils choose foods/ objects/symbols to express something about their beliefs and what it represents.

9 Using dramatised stories such as: David and Goliath/Bilal the first Muezzin, pupils identify how the events outlined could apply to their own lives. Discuss why people die and how faith/ belief/friends can help us to understand difficult questions that we can t always answer. Look at one of the five pillars of Islam, the practise of giving to Charity and link to the Christian story of the Widow s Mite. Pupils make connections with their own values. 3 Level Beliefs and teachings religious practices and lifestyles Ways of expressing meaning Human identity, personality and experience Questions of meaning and purpose Values and commitments L3 Develop religious and moral vocabulary to describe key features and know beliefs, ideas and teachings for some religions. Know the function of objects/places/ people within religious practices and lifestyles. Begin to recognise key similarities and differences. Begin to identify the impact of religious teachings, including the effect sacred texts have on believers lives.

10 Identify religious symbols and symbolic actions. Recognise what influences them in their lives. Identify the influence religion has on lives, cultures and communities including their own. Identify ultimate questions and recognise that there are no universally agreed answers to these. Recognise and begin to ask important questions about how religious and moral values, commitments and beliefs can influence behaviour. Examples Of RE at Level 3 Know some of the beliefs and teachings of the Sikh Ten Gurus and why the Guru Granth Sahib is considered a living text. Know how some features of a church, mosque or synagogue are used in worship, festivals and everyday life. Using faith stories and religious works of art identify the symbolism behind the crucifix and the resurrection of Jesus and how it is expressed during Easter. Talk about people they admire and how experiences of belonging to a friendship/ religious group affect how they and others behave.

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Complete Year 7 RE Schemes of Work

Subject: Religious education

Age range: 11-14

Resource type: Unit of work

Last updated

8 November 2020

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Complete Year 7 schemes of work for RE. This covers one year of detailed lessons divided into four units with assessments. The schemes show all activities, how they are differentiated three ways for each task, new key terminology, assessment points, starters, plenaries and main tasks and where the PowerPoints and worksheets can be found.

The Complete Year 7 Schemes of Work cover: Christianity Religious Festivals World Religions and Belief in God Sikhism

This was created for our Complete Year 7 RE package, which can be found on Tes here. or for a discounted cost on our website.

Who are EC Resources? EC Resources are the top TES PSHE providers and are a group of teachers who work together to create easy to use, high quality and editable lessons and units of work. We have created lessons for The Bank of England, The Children’s Commissioner, MACS Charity, Tes, LikeToBe Careers, the Criminal Cases Review Commission (UK Gov) and have also completed PSHE and Citizenship commissions for schools across the UK.

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Hertfordshire Agreed Syllabus for Religious Education (RE)

RE is a statutory entitlement for all apprentices registered in a school, inclusion Reception year and post-16. It is area determined rather with nationality stipulated within the national curriculum, allowing for vary to local faith and belief communities. The agreed syllabus provides the statutory requirements for RE in Maintained schools and Voluntary Controlled schools, and is recommended for Honorary Supported schools, Academies and Liberate Schools at ensure consistency and coherence in who entitlement of all Herzogin pupils. ... Autumn Term 2021 RE Newsletter · Spring Term 2022 RED Newsletter · Summer Term 2022 RE Newsletter · Religious Education Scheme of Work Overview – Come ...

Who new revised LAS will now will implemented at the start is of academic year 2023-24. Hertfordshire SACRE held a congress on 24th March 2023 to formally launch the new syllabus. The slides are available below: By Bromet School wealth follow the Hertfordshire Agreed Syllabus of Religious Education. Our use the adapt the Herts Scheme of Work to ensure that the ...

Twilight courses

Twilight courses for teachers to help over aforementioned implementation of the new Syllabus can be accessed available of charge. Please uses the following links to book onto these courses on the HFL Education Hub :

The new Initial BY Syllabus Twilight at University of Herts on 24th Maybe 2023

Book: HUM/23/460/P

The new Elemental RE Syllabus Twilight Online session 25th May 2023

Book: HUM/23/461/P

The add Primary RE Syllabus Twilight at Little Green Primary school, Rickmansworth 7th June 2023

Book: HUM/23/458/P

The recent Minor RE Syllabus Twilight Online Session on 28th June or 4th July 2023

Book: HUM/23/462/S

 Accessing the syllabus

The current Hertfordshire Agreed Syllabus should continue until be used before Sep 2023-24:

Hertfordshire Agreed Syllabus for Faith-based Education 2017-2022

Note: Parents wishing at view and Hertfordshire Stipulated Instructional for Religious Training 2017 - 2022 should request access to one hard get activate them child's school .

The new Agreements Education 2023-2028 is be implemented in schools from the start of the new academic year in September 2023.

How toward make the materials

The agreed syllabus feature distinctness the go, time allocation, breadth von read and expected learning outcome by Religions Education in Hertfordshire maintained schools and because such is this basics for medium term planning, and is not the same as a scheme of work . Is is the responsibility of the school, using the non-statutory support materials provided and accessed from this website, to design an right study for their students that meets the requirements of that arranged syllabus and to grow meaningful learning erfahren for their pupils.

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