Religion and Worldviews
Our Intent Statement for Religion and Worldviews:
"To engage pupils in systematic enquiry into significant human questions which religion and world views address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions as well as develop responses of their own. "
Mrs Day, RE Lead
Curriculum Design, Sequencing and Progression
SJA Progression Document Master - RE - 2024-25.docxAt SJA we follow the Kapow scheme for RE and World Views. The curriculum map has been designed to build upon children’s prior learning and promotes a fundamental understanding of a broad range of religions to be developed in each key stage.
The scheme supports an inclusive understanding of beliefs, fosters critical thinking and respect for diverse perspectives among children. Pupils learn about traditions, rituals, and theologies through multiple lenses.
SJA Curriculum Overview - RE.pdfHow Religion and Worldviews is taught at St James the Great Academy
In the Early Years, children learn about different faiths through celebrations and festivals with the aim of developing knowledge of other faiths and beliefs, in order to help respect and understand them.
For Key Stage 1 and Key Stage 2, Religion and World views is taught weekly and our curriculum reinforces a message of tolerance and respect for others no matter their ethnicity, beliefs, gender or disability. During these lessons, children are provided a platform to confidently share their own ideas and experiences and listen respectfully to the views and beliefs of their peers.
Through these lessons we provide awareness of various faiths and walks of life in our local, national and international community. In EYFS the children's learning and progress is recorded on Tapestry, while in Key Stage 1 the learning is presented in the form of Floor Books. In Key Stage 2 the learning and progress is recorded in an electronic RE workbook via Google Classroom.
Our curriculum in action...
KS1
KS2
Digital Workbooks
