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Being a spiritual thinker:

We explore the beliefs and practices of religions and other world views.   We respect that everyone is different and we celebrate this.  We are inclusive, empathetic and we are empowered to learn from each other. We think about how we respectfully respond to others and the world around us. We understand that not everyone feels the same as us and we are taught to see other people`s points of view. We reflect on our own beliefs, values and we relate our learning to our own experiences. We develop critical and reflective skills that help us to discover our own journey of purpose and meaning. We explore the commonality and diversity of world faiths and beliefs. We are curious - we ask questions of ourselves and of others. We create community links and we are building a cohesive society.   We love learning about the different religions, beliefs and world views!

R.E at Kirkheaton Primary School

Please see below our curriculum intent/rationale.  

Kirklees developed a new syllabus in 2019 called ‘Believing and Belonging’ written by Pennine Learning Associates Ltd for Calderdale, Kirklees and Leeds Councils. Within this syllabus, there is a continuous flow between core religions, they are revisited frequently so that key terminology, leaders and stories will stay in the children’s long-term memory.

Please read the following pages to find out more about R.E. at our School following the 'Believing and Belonging' syllabus:

  • Foreword - p 4 to 5
  • Why R.E. Matters - p 6 to 7
  • Summary of Syllabus Requirements - p 8 to 10
  • Statutory Requirements - p 11 to 16
  • General Subject Content from Early Years/Foundation Stage to Key Stage 2 - p 17 to 20
  • Knowlegde and Understanding of Core Religions (Buhhism, Christainity, Hinduism, Islam, Judiasm, Non-religious world views and Sikhism) - p 31 to 65
  • Time Allocation - p 66
  • Planning and enriching the R.E. curriculum- p 67 to 76
  • Assessment and end of Key Stage Statements (Key Stage 1 and 2) - p 77 to 79
  • Progress Ladder for Key Stage 1 and 2 - p 82 to 83

Progression map