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RE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
WELCOME TO HOPE FEDERATION RE ROLLING CURRICULUM MAP
This curriculum has been designed to support the planning and teaching of RE to enable children to flourish
through the fields of life.
Intent
At Hope Federation we believe in developing children’s religious literacy. This means that children will have the
ability to hold balanced and well-informed conversations about religion and worldviews. They will be able to make
sense of religion and worldviews around them and begin to understand the complex world in which they live.
In line with the current Norfolk Agreed Syllabus for Religious Education (2019), Religious Education will be
delivered in school to meet the agreed syllabus aims by:
• To know about and understand a range of religious and non-religious worldviews by learning to see these
through theological, philosophical and human/social science lenses.
• To express ideas and insights about the nature, significance and impact of religious and non-religious
worldviews through a multi-disciplinary approach.
• To gain and deploy skills rooted in theology, philosophy and the human/social sciences engaging critically
with religious and non-religious worldviews.
At Hope Federation, we are committed to providing our children with an
exciting and positive learning environment, in which they have the
opportunity to develop their knowledge and understanding of religions
while contributing to their spiritual, moral, social and cultural
development.
Implementation
RE is taught as a multi-disciplinary subject allowing for children to view
different ideas and religions ‘through a particular lens’. These
disciplines include theology, philosophy and the human/social sciences
which are re-contextualised through the context of the school, teacher
and pupil.
RE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
An animation explaining these three disciplines is available to view here:
https://www.youtube.com/watch?v=6NTW2bsFTLY&feature=youtu.be
RE lessons are taught by a weekly topic block for each half term or term, planned
by the teacher which is based on a Big Question. These lessons are planned and
delivered using the enquiry-based approach which includes 5 stages:
• Engage
• Enquire
• Explore
• Evaluate
• Express
Through this enquiry-based approach children can expect:
• an appropriate level of challenge is provided for all pupils
• all pupils know they can achieve and there is an expectation of success
• the learning is set in a real and authentic context, with a clear purpose, learning
and relevance
• a safe environment is created where all pupils are valued, so they can confidently
agree to disagree and express themselves freely
• pupils have a sense of ownership over what is being learned and how they are learning it
• there is a clear learning journey and identifiable outcomes
• there is space and time for reflection
• assessment for learning is at the heart of teacher planning
Work is recorded in whole class RE books and can be evidenced against the Age Related Expectations for RE
through written piece, artwork, photos etc.
Impact
At Hope federation, we seek to ensure that all pupils in our schools are educated to develop spiritually,
academically, emotionally and morally enabling children to have developed religious literacy. Thus, enabling them
to better understand themselves and others and to cope with the opportunities, challenges and responsibilities of
living in a rapidly changing, multicultural world. As a result, children have developed a mutual respect for and
tolerance of those of different faiths and beliefs and for those without faith.
Regular collective worship and celebrations of work taught and learnt during the RE week will help to celebrate the
diversity of the school community and promote positive images of people in the wider community, including their
beliefs, traditions, culture, language and history.RE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Within this document you will find the units of RE for each of the key stages. Each unit has the Big Question,
Concepts, Key Principle, World Views and Non- World View Focus, Operational Questions, Links to the Age-
Related Expectations (ARE), Links to the Norfolk Agreed Syllabus units, Planning and Resources and Ideas for
visits.
Each unit starts with the Big Question, which is linked to different world views and non- world views and key
principles (Theology, Philosophy and Human/Social Sciences).
The operational questions are a starting point for the teacher for the enquiry part of the planning cycle. The children
may ask other ‘little’ questions linked to the big question. These will and can be used to direct the journey of
lessons and unit of work.
Each unit has been linked with the key principle set of AREs. These can be found in the appendix. Please note
even though the units have a key principle, there may be links to the other two key principles. Teachers should use
the AREs to help inform their planning.
Where units link to the Norfolk Agreed Syllabus exemplar curriculum map, these have been plotted within the
curriculum and provide useful starting point for planning. Please be aware the Norfolk Agreed Syllabus units’ big
question may not completely match our big questions.
The final sections of the curriculum map; Planning/Resources and Visits have been provided to support teachers
with planning and resourcing. As this is also a working document there may not always be a resource or plan to
use within the units. If you find useful planning or resources, please let Rachel Felton know so that the curriculum
map can be updated.
Again, the ideas/example of planning are good starting points, but teachers should adapt this accordingly to meet
the needs of the children in their class.
Finally, to share best practice, ideas, planning and resources, there is a shared folder on google drive which
contains a variety of resources and planning that teachers may like to use. We also encourage teachers to share
their planning, resources and ideas with teachers across the federation, by placing them in the correct folder within
the shared folder. The Norfolk Agreed Syllabus exemplar units have also been places within the different folders.
To explore and access the Hope Federation RE Folder, please click on the link below:RE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
We will have RE days over the years. Here are some possible ideas: Saints, RE in art, Crosses, Spirituality,
Humanism- Meaning and Happiness, Philosophy, Christmas, Easter.
For one form entry Reception classes, children will be immersed in RE through their day to day learning and
children’s interests. With a focus on Christianity (the bible, church, Jesus etc) and celebrations/festivals (Christmas,
Diwali, Chinese New Year, Weddings, Christenings, etc) Godly play- any of the parables, the holy family, Faces of
Easter, Holy Baptism, Creation, The Flood and the Ark. Understanding Christianity units can be used. Also the
‘Growing Foundations’ resources can be used to teach and support RE.
Please use the three units for Understanding Christianity starting with Creation (God) (Autumn term), Incarnation
(around Christmas) and Salvation (around Easter).RE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Key Stage 1- Year A
Big Question: Big Question: Big Question: Big Question: Big Question:
How did the world come Why is light an important How do Jews people What do my senses tell me What do Jews remember
to be? symbol for Christians, Jews celebrate Passover? about the world of Religion on Shabbat?
and Hindus? and belief?
Concept Creation Symbolism, light, good vs evil Covenant (promise) Reasoning, Religion belief Covenant (promise)
Key Philosophy focus Theology focus Human/Social Philosophy focus Theology focus
Disciplines sciences focus
World Christianity/Hinduism Christianity/Hinduism/Judaism Judaism Focus Christianity/Hinduism/ Judaism Judaism Focus
Views and Focus Focus Focus
Non- World
View Focus
Operational Who made the world? How What is light and when is it When do you share What are the five senses? What What do we remember?
Questions was the world made? How used? When to special meals with your parts of the body do they use? Why? What is a Jew? Do
long did it take to make the Christians/Jews/Hindus use family and why? What is What do our sense tell us? Do we their wear different clothes?
need all our senses to help us
world? Who is the world light and why? What is the your favourite meal? Why do they have
make sense of the world around
important to? Who do we meaning of light in Divali, What is Passover us?
Shabbat? What is
need to say thank you to? Hannukah and advent? Why is (story)? What happens What do the sense of ….. tell us Shabbat? Where does it
Does the story make Jesus known as the light of the at Passover? How do when we investigate happen?
sense? What happens if world? When did God give they celebrate [artefact/place of worship/ act of What does it mean?
God didn’t make the …..? light? (creation/Jesus) Passover? Why do worship]? (promise) How do Jews talk
What does the story tell What do we mean by good? Jews celebrate Using your senses, what do you to God? When do they talk
Christians about What do we mean by evil? Is Passover? What do they like about [artefact/place of to God? Why do some
God/Creation/the world? light a useful symbol for remember at Passover? worship/ act of worship]? Or don’t Jewish men and women
like? Why?
Why should ‘goodness’? Is light thought of Look at the story of cover their heads when
What do these [artefact/place of
Christians/Hindus care for in the same way by Moses. worship/ act of worship] tell you
they pray?
the world? Christians/Jews/Hindus? How do different Jewish about religion/belief? How do you Do all Jews celebrate
Compare the Christian and people celebrate know? Shabbat in the same way?
the Hindu versions. Shabbat?
ARE Ph. Yr1- A.1, C Th. Yr1- A, D H/S Sc. Yr1- A, B, C Ph. Yr1- A.1 A.2, B, C Th. Yr1- C
(Please refer to Ph. Yr2- A.1, A.2, Th. Yr2- A.1, A.2, D H/S Sc. Yr2- A, C Ph. Yr2- A.1 A.2, B, Th. Yr2- A.2, C
the appendixes
for more
details)
Links to How did the Universe come Why is light an important How do Jews people What do my senses tell me What do Jews people
Norfolk to be? (Yr1) symbol for Christians, Jews celebrate Passover? about the world of Religion and remember on Shabbat?
Agreed and Hindus? (Yr2) (Yr2) belief? (Yr1) (Yr1)
Syllabus
unitsRE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Planning/ Planning: Understanding Planning: Planning: Planning on Planning: Planning:
Resources Christianity- Creation unit. Diocesan website. How and why do Jews
https://www.dioceseofno celebrate Shabbat? On
rwich.org/app/uploads/2 Diocesan website.
019/08/Judaism_Unit_1. https://www.dioceseofnorwi
pdf ch.org/app/uploads/2019/0
8/Judaism_Unit_2_Shabbat
.pdf
Resources: Resources: Resources: Resources: Resources:
Godly Play: Creation Godly Play: The Holy Family, Godly Play – Exodus Godly Play – creation
Look Hindu creation story Advent 1, 2, 3 and 4 Say Hello…RE Today RE Today – Opening up
https://www.philosophy- Exploring celebrations, Judaism
foundation.org/episode-2- Say Hello to…Faith Stories
who-owns-the-sky Exploring light lesson on
www.inspiredclassroom.org
Visits Visit- Norwich Cathedral- Visitor – Deborah Visitor – Deborah
Through the Window Carpenter/Marsha and Carpenter/Marsha and
programme Todd Parker Todd Parker
Visit to the Synagogue Visit to the SynagogueRE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Key Stage 1- Year B
Big Question: Big Question: Big Question: Big Question: Big Question:
How do Christians What does the Nativity How does a celebration What does the cross Why do people have
belong to their faith story teach Christians bring a community mean to a Christian? different views about the
family? (linking to about Jesus? together? idea of ‘God’?
meeting together)
Concept Sacrament, baptism, Incarnation Community, celebration, Salvation God, Word of God, Torah,
covenant, commandment worship, Festival, identity, Bible, Christian and
belief, tradition Jewish focus (contrast with
Hinduism)
Belief
Key Disciplines Human/Social Sciences Theology focus Human/Social sciences Theology focus Philosophy Focus
focus focus.
World Views and Christianity Focus Christianity Focus Muslim/Hinduism/ Judaism Christianity Focus Multi/Humanist Focus
Non- World View Focus (No Christianity)
Focus
Operational What is family? What What is the Christmas How does it make a What is a symbol? How do we learn? Where
Questions families do you belong story? Who is in the difference? How do you What symbols do we do we learn? What do we
to? What do you do with Christmas story? Why are come together? What do you know? What is a cross? use to help us learn? Who
your family? What is a they important? Who is the do? Why do you come Where do we see helps us learn? Who is
faith family? What do faith most important and why? together? How does it feel to crosses? Why is the God? What do
families do together? Do What can we learn about come together? cross important? What Christians/Jews/Hindus
they go to special places Jesus from the Christmas does it represent? Who use to learn about God?
together? Do they take story? Is this story relevant Link to stories, passing on does the cross remind What stories are in the
part in special today? Where is this story tradition, festivals (Eid, Christians of? Why is Vedas, Torah and the
occasions/event? found? (need know it is Chinese New Year, the cross important? Bible? What do the stories
(baptism, Eucharist) What short story from a big book Baisakhi), foods (Langer), Eucharist mean? How do the
is a meeting? Where do – the Bible) games (Judaism) stories/teachings affect the
you meet? Why do you daily life of Christians and
meet? Who do you Jews? Why don’t
meet? humanists believe in a god
Why do Christians meet or gods?
together? What do they Is it possible to be certain
do when they meet about your belief or
together? Where do they disbelief in a god or gods?
meet is it always in a How does not believing in
Church? Would it matter a god affect the way
is Christians didn’t meet humanists live their lives?
together? Mothering Does it have an impact on
Sunday, Eucharist how they behave?RE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Can we be good without
god? (see also ‘Humanist
ethics’ below)
Does it matter whether you
believe in god or not? Is
how you live your life more
important?
Teach in three parts:
1st- General look at How
we see different
things/beliefs/ideas.
General ideas about what
people think about God.
What does believing
mean?
2nd - Understanding
Christianity- God
3rd- Compare to other
religions. Using the
different texts to support
this.
ARE H/S Sc. Yr1- A, B, C Th. Yr1- A, C H/S Sc. Yr1- A, B, C Th. Yr1- A, C Ph. Yr1- A.1, A.2, B, C
(Please refer to the H/S Sc. Yr2- A, B, C Th. Yr2- A.1, A.2, C H/S Sc. Yr2- A, B, C Th. Yr2- A.1, D Ph. Yr2- A.1, A.2, B, C
appendixes for more
details)
Links to Norfolk How do Christians belong What does the Nativity How does a celebration bring What does the cross Why do people have
Agreed Syllabus to their faith family? (Yr2) story teach Christians a community together? (Yr1) mean to a Christian? different views about the
units about Jesus? (Yr2) (Yr1) idea of ‘God’? (Yr2)
Planning/ Planning: Planning: Planning: Planning: Planning:
Resources https://www.dioceseofnor Understanding Christianity- Understanding Understanding Christianity-
wich.org/app/uploads/201 Incarnation Christianity- Salvation God
9/08/Church_Enquiry_Le
vel_4.pdf
Resources: Resources: Resources: Resources: Resources:
Godly Play – Holy Godly Play – The Holy Godly Play: The Godly Play: The Flood and
Baptism, The Faces of Family, Advent I, II, III and Crosses, The faces of the Ark, The Synagogue
Easter III, The Ark and IV Easter V11 and The Upper Room, The
the Temple Figures, The Mystery of Professional Update Ten Best Ways, The
Church to re-enact a Christmas materials KS1 Books of the Bible,
Baptism Posada Nagala Crosses Eds Jonah,The Backward
and Ips Prophet, creation,RE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
RE Today - Opening up Art focus Opening up Christianity
Belonging and Exploring Salvadorian Crosses
Religion Around me Andy Goldsworthy
Visits Visit- Visit- Christmas Revealed Visit- Norwich Cathedral- Visit to the
Cathedral/Church/Method at Norwich Cathedral Fantastic Festivals- Let’s church on a cross hunt –
ist chapel, Baptist Church Celebrate programme talk to the vicar/Christian
visitor about what a
cross means to themRE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Lower Key Stage 2 – Year A
Big Question: Big Question: Big Question: What do Big Question: Big Question:
What does it mean to be What is the Trinity? Muslims believe about What difference does What is Philosophy?
part of a global God? being a Muslim make to How do people make
faith/family? daily life? moral decisions?
Concept Church (not just building as a Incarnation guardianship Ummah (community), Philosophy, Reason,
group of Christians) Morality
Covenant
Commandment
Key Human/Social Sciences Theology Focus Theology focus Human/ Social sciences Philosophy Focus
Disciplines focus focus
World Views Christianity Focus Christianity Focus Muslim focus Muslim focus Christianity/Humanist
and Non- (denominations of (denominations of muslin) focus
World View Christianity)
Focus
Operational Why do Christians go to What is part of the holy Who/What is a Muslim? : Any philosophical
Questions Church? Why are there many trinity? What parts of the Who was Muhammad and What is a Muslim? What questions.
different types of Christian bible tell us about the trinity what did he do? What do they look like? Where to What does the word
Church? What does it mean and baptism? What do the difference did the they worship? Who do they Philosophy mean? What do
to belong to the world wide texts from the bible mean to revelations make to the life worship? others say philosophy is?
Christian family? What can Christians? How do of the prophet Muhammad What are the 5 pillars? What is real and how do
we learn from different Christians show the trinity and followers? What did he What is Zakat? What is you know? What is the
expressions of ‘church’ in worship/the way they teach? What do Muslims do Ramadan? What is Id ul difference between
across the world? How do live? How is the Trinity as part of their daily life? Fitr? knowing and believing?
Christians express their represented? What impact do Muslims’ (less about the prayer as What do we mean by
faith? (music/art) How is beliefs have on the local being dealt with in YrB) ‘good’, ‘bad’, ‘right’ and
Eucharist celebrated in and wider community? How does it fit into their ‘wrong’? Is it easy to
different parts of the world? Perhaps develop some daily life – reality? define? What does moral
philosophical thinking (don’t go into prayer too mean? What influences
here… much) people to make a moral
decision?
Plato, Socrates
Who are philosophers?
What do they say?
ARE H/S Sc. Yr3- A, B, Th. Yr3- A.1, A.2, B, C.1, D Th. Yr3- A.1, A.2, B, D H/S Sc. Yr3- A, B, C Ph. Yr3- A.1, A.2, B.1, B.2,
(Please refer to the H/S Sc. Yr4- B, Th. Yr4- A.1, A.2, B, C.1, D Th. Yr4- A.1, A.2, B, D H/S Sc. Yr4- A, B, C C.1, C.2
appendixes for
more details) Ph. Yr4- A.1, A.2, B.1, B.2,
CRE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Links to What is the Trinity? (Yr3) What do Muslims believe What difference does being What is Philosophy?
Norfolk about God? (Yr3) a Muslim make to daily life? How do people make moral
Agreed (Yr3) decisions? (Yr3)
Syllabus units
Planning/ Planning: Planning: Understanding Planning: Planning: Planning:
Resources Christianity- Incarnation Planning on the Diocesan
unit. website.
https://www.dioceseofnorwi
ch.org/application/files/831
4/6124/9879/What_does_it
_mean_to_be_a_Muslim_K
S2.pdf
Resources: Resources: Resources: Resources: Resources:
RE today – Opening up Godly Play: The Holy Opening up – Islam RE Today – Opening up https://www.philosophy-
respect Baptism Living Religions – Islam Islam, Exploring foundation.org
Migration of the swallow - celebrations Resources from the
Where in the World What does it mean to be a Philosophy course.
Barnabas resource Muslim? True Tube- visits
Godly Play- The Ark and the to mosque
Tent, The Temple and the
Ark, Circle of the Holy
Eucharist, The Books of the
Bible
Visits Visit each denomination Visit-Norwich Cathedral- Visit-a mosque Visit- a mosque (can use
within Fakenham Discover Worship and Visit-Norwich Cathedral- True Tube)
Belief programme Compare a Mosque and a Visit-Norwich Cathedral-
Cathedral programme Compare a Mosque and a
Visitor- Imam Cathedral programme
Muslim visitorRE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Lower Key Stage 2 – Year B
Big Question: Big Question: Big Question: Big Question: Big Question: What is a
How did the world come to be Are angels real or not? Why do Christians call the Can we know if prayer pilgrim?
through the eyes of a day that Jesus died ‘Good works?
Humanist? Friday’?
Concept Creation, Fall Angel, Reason, Logic Salvation Kingdom of God Pilgrimage, discipleship,
Ibadah, submission, duty
Key Theology focus Philosophy focus Human/Social Science Philosophy focus Theology focus
Disciplines focus Huma/Social Sciences
focus
World Humanism Focus Christianity Focus Christianity Focus Christianity/Muslim Focus Christianity/Muslim/
Views and Hinduism Focus
Non- World
View Focus
Operational How do humanists decide what to What do you think are How do Christians mark What is prayer? Why do Why do we go on
Questions believe? angels? Do you believe in Easter events in their church people pray? How do journeys? What is the
Are some reasons for believing angels? What do others communities? What are the people know prayer journey of life? Why do
things better than others? say about angels? How means behind the texts works? Is prayer about a people go on
How do we know what is true? do we know if something about good Friday? What are relationship with God? pilgrimages….Walsingham
How can you test whether is real or not? is the meaning behind the What do we pray for? Do ? Does it have to be a
something is true or not? entry into Jerusalem and the you have to go religious place? Why is
Is science the best way to death and resurrection of somewhere special to going on Hajj important to
understand the world? Jesus? How do Christians pray? What does it mean Muslims? Do you have to
Can science answer everything? show their beliefs about Palm to them? How does it be religious to be a pilgrim
How do humanists explain the Sunday/Maundy work for them? What does or go on a pilgrimage?
origin of the universe? Thursday/Good prayer look life in real life What is the importance of
How do humanists explain the Friday/Easter Sunday? What (Islam)? How do people the River Ganges to
existence of human beings? does the narrative of the Last pray? How are prayers Hindus?
What phenomena do we now Supper, Judas’ betrayal and answered? What does the
have scientific explanations for Peter’s denial mean? Lord’s Prayer mean…your
that we used to explain with Why is Holy Communion part kingdom come? Who do
supernatural causes (e.g. of the celebration/worship? they talk to? How do they
disease, the weather)? How does serving and talk to them? Why do they
How do, and how should, people celebrating, remembering talk to them? When do
react to suggestions or evidence and betrayal, trust and religious believers pray?
that their beliefs are wrong? standing up for your beliefs Do all religious believers
make a difference to how pray in the same way? Do
One/two lessons for this unit pupils think and live? all religious believers pray
should be about comparing with in the same places? How
another creation story. Here are do religious believersRE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
some questions that could help to know their prayers have
guide planning and learning. been answered?
How does the story of Creation If you do it wrong, does
tell Christians about God? Who is that mean you are not
the Creator? What do Christians praying? Your prayers will
do because they believe God is not be answered? Can
the Creator? someone pray without
How does the story of Creation believing in God?
affect how Christians live today?
How does the story of Creation
affect people who are not
Christians?
If God created the world, then
who created God?
ARE Th. Yr3- A.1, A.2, B, C.1, C.2, D Ph. Yr3- A.1, A.2, B.1, H/S Sc. Yr3- A, B, C Ph. Yr3- A.1, A.2, B.1, H/S Sc. Yr3- C
(Please refer to Th. Yr4- A.1, A.2, B, C.1, C.2, D B.2, H/S Sc. Yr4- B, C B.2, H/S Sc. Yr4- C
the appendixes
for more Ph. Yr4- A.1, A.2, B.1, Ph. Yr4- A.1, A.2, B.1, Th. Yr3- B, C.1, C.2, D
details) B.2, B.2, Th. Yr4- B, C.1, C.2, D
Links to Where do religious beliefs How do people express
Norfolk come from? (Yr4) commitment to a religious
Agreed world view in different
Syllabus ways? (Yr3)
units
Planning/ Planning: Planning: Planning: Planning: Planning:
Resources Understanding Christianity- Use the following planning Understanding Christianity- How do Muslims talk https://www.dioceseofnorw
Creation unit. https://www.dioceseofnor Salvation unit. about God? Planning on ich.org/app/uploads/2019/
wich.org/app/uploads/201 the Diocesan website. 08/Key_Stage_2_Enquiry_
9/08/Are_angels_real_or_ https://www.dioceseofnor Islam_Ummah.pdf
not.pdf wich.org/app/uploads/201
9/08/How_do_Muslims_ta
lk_about_God_Lower_KS
2.pdf
Why do People Pray?
https://crossacresprimary.
co.uk/wp-
content/uploads/L2_4_Wh
y_do_people_pray.pdfRE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Resources: Resources: Resources: Resources: Resources:
Godly play: Creation Godly Play: The Crosses, 24/7 prayer space Godly Play- The Faces of
The Faces of Easter. RE Quest Easter IV, Exodus (Moses)
You tube – I pray video
Create a prayer space
outside (reflection area)
Eds and Ips Pack
Opening up creativity –
RE Today
www.stir-
up.org.uk/documents/LKS
2whypray.pdf Godly Play-
The Synagogue and
Upper Room
Praying resource from
Philosophy course
Visits Visit- local church Visitor- Local Pauline Lovelock – St
Visitor- Local Vicar Vicar/Christian/ Muslim Julian Shrine
visitor to talk about prayer Visit – Walshingham
Visit- Norwich Cathedral-
Pilgrimage- A world of
Faiths programmeRE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Upper Key Stage 2 – Year A
Big Question: What do Big Question: Big Question: Big Question: What can we learn
Hindus believe? How do Sikhs interact with What did Jesus do to save about the
culture and society? human beings? [Y5] world/knowledge/meaning of life
What difference does the from the great philosophers?
Resurrection make for
Christians? [Y6]
Concept Karma , Dharma, samsara, Salvation Belief
Ahimsa, puja, moksha
Reincarnation
Key Disciplines Theology focus Human/Social Sciences Theology focus Philosophy focus
focus
World Views Hinduism Focus Sikhism Focus Christianity Focus Multi faith focus.
and Non- World (Buddhism/Humanist/Atheism)
View Focus
Operational Who do they believe in? Where do they worship? How How is salvation linked to What does religion mean to you? Do
Questions Why do they believe in a God do they worship? Do all incarnation? Was Jesus’ death a you need God for it to be a religion or
with many faces? How do Sihks worship in the same sacrifice? what is the meaning have a belief? What does it mean to
Hindus understand the idea way? behind Jesus’ death/resurrection? follow a religion/belief? What makes
of God? What do they How does what they believe How do Christians celebrate Holy a religion/belief? Where does the
understand by ‘murti’? What affect the way they live? Communion? What is the last word religion come from and what
is karma? What is samsara? How does it affect their daily supper? How do Christians does it mean? What is the difference
What is moksha? What does lives? celebrate Easter Sunday/Good between religion and belief? What
it mean to follow dharma? How do Sikhs show they Friday? What would you does it mean to follow a
belong to their faith? sacrifice? How would sacrifice religion/belief? How do
What values are important to impact your life? What are the religions/beliefs compare? How do
Sikhs? meanings behind the story? How different denominations within a
How does the Sikh faith link did/does Jesus inspire the world religion compare? How do people
to Hindu and Muslim today? How does resurrection around the world express their
traditions. and death make a difference in faith/belief?
What importance of Sewa Christians’ lives? How does the
and the impact of service on belief in resurrection and life after
the server and the death makes a difference to
community/society? And Christians?
Why?
ARE Th. Yr5- A.1, A.2, C.1, C.2, D H/S Sc. Yr5- A.1, A.2, B, C Th. Yr5- B, C.1, D Ph, Yr5- A.1, A.2, B.1, B.2, C
(Please refer to the Th. Yr6- A.1, B, C.1, C.2, D H/S Sc. Yr6- A.1, A.2, B, C Th. Yr6- B, C.1, D Ph, Yr6- A.1, A.2, B.1, B.2, C
appendixes for more
details)
Links to Norfolk How do Sikhs interact with What difference does the What can we learn about the
Agreed culture and society? (Yr7) Resurrection make for Christians? world/knowledge/meaning of life from
Syllabus units (Yr5) the great philosophers? (Yr5)RE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Planning/ Planning: Planning: Planning: Planning:
Resources Understanding Christianity-
Salvation unit.
Resources: Resources: Resources: Resources:
Opening up Hinduism – RE Godly Play - Jesus and the
Today Twelve, The faces of Easter(all),
Stories from Hinduism – The Books of the Bible Teachings
Rama and Sita etc and life of Jesus – miracles,
Living Religions – Hinduism parables, beatitudes
Religion through Art The bible the Big Story (the gate
shut/gate open picture)
Visits Visitor from a Hindu Gurdwara,
Visit the Mandir
(Peterborough)RE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Upper Key Stage 2 – Year B
Big Question: What is Big Question: Big Question: Is believing in Big Question: Creation and
reconciliation? Was Jesus the Messiah? God Reasonable? science: conflicting or
complementary?
Concept reconciliation, atonement, Yom Incarnation Trinity, Father, Son and Holy Creation
Kippur focus, Spirit, God, Allah, Tawhid
Focus on concept of ‘God’
Key Disciplines Human/Social Sciences Theology focus Philosophy focus Theology focus
focus Philosophy focus
World Views and Judaism Focus Christianity Focus Christianity/Muslim Focus Christianity/humanism/environm
Non- World View ental Focus
Focus
Operational What do Jews understand by How is incarnation and Messiah Who is special to you? What are What creations have you made
Questions reconciliation? Who have you connected in biblical texts? How the symbols of God? What do you and proud of? What are the
forgiven? What does it mean do Christians put their beliefs know about God? What does God different creation stories? Are
to forgive somebody? What is about incarnation into practice? look like? What does the Bible they true? What is truth? How
forgiveness? How do Jews What are the different ways in say about God? Why is God are Christian creation stories
bring reconciliation to the which Christians celebrate important/special to religious similar/different to other creation
world? How do Jews celebrate Christmas? How is idea that believers? How do religious stories? Is science and faith
Yom Kippur? When does Yom Jesus is the Messiah makes believers express ideas about compatible? Do Christians
Kippur happen? What is Yom sense in the wider story God? Do all religions and beliefs believe God is the creator? How
Kipper? What is peace? How of the Bible? How is Jesus the view God in the same way? does the creation story conflict
do religious believers share a Messiah important to people with science? how does the
message of peace around the today? What difference does Philosophical arguments. creation story complement
world (charity work)? Jesus the Messiah make in science? How are humans part
Link to the Holocaust people’s lives? Why was Jesus Do the arguments people use to of the creation story?
How is reconciliation shown in called the Prince of Peace? How say that God exists make sense? What are you responsible for?
other religions? did Jesus bring peace to the What do you care about? Do
world? Does the world need a Start looking at Islam and then creation stories have any
Messiah? If so how much? Christians towards Easter. lessons to teach us about how to
live our lives today? How does
this look in practice? Why do
religious believers show care for
the world/God’s creation? How
do religious believers express
their beliefs about the world as
God’s creation?RE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
ARE H/S Sc. Yr5- A.2, C Th. Yr5- A.1, A.2, B, C.1, D Ph. Yr5- A.1, A.2, B.1, B.2, C Th. Yr5- A.1, A.2, B, C.1, C.2, D
(Please refer to the H/S Sc. Yr6- A.2, C Th. Yr6- A.1, A.2, B, C.1, D Ph. Yr6- A.1, A.2, B.1, B.2, C Th. Yr6- A.1, A.2, B, C.1, C.2, D
appendixes for more
details) Ph. Yr5- A.1, A.2, B.1, B.2, C
Ph. Yr6- A.1, A.2, B.1, B.2, C
Links to Norfolk Does religion bring peace, Is believing in God Reasonable? Creation and science: conflicting
Agreed Syllabus conflict or both? (Yr6) (Yr5) or complementary? (Yr6)
units
Planning/ Planning: Planning: Planning: Planning:
Resources Understanding Christianity- Understanding Christianity- God Understanding Christianity-
Incarnation unit. unit. Creation unit.
Resources: Resources: Resources: Resources:
Opening up Opening up Christianity Godly play: Creation
Christianity/Judaism Opening Up Islam Creation Art Work
Exploring beliefs in Action Godly Play- The Holy Trinity, The Christian Aid
Re Today Opening Up to Crosses, Holy Baptism A Rocha
Respect Eco RE booklet (Diocese of
Statues of reconciliation. Norwich)Exploring belief in
Godly Play- The Flood and Action
The Ark?? Exploring Puzzling Questions
Opening Up Hinduism
Visits Visit- Synagogue Visitor- A worker from Christian
Visitor- Deborah Aid
Carpenter/Marsha and Todd
ParkerRE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Appendix 1- Age-related expectations showing Key Stages 1-2 Diocese of Norwich schools and academies
Theology Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
A. Where Give a clear, 1.Retell a 1.Show awareness of 1.Identify different 1.Describe different 1. Explain different
beliefs simple account narrative, story or different sources of sources of authority sources of authority sources of authority
come from of at least one important text authority1 and how and how they link and how they link with and the connections
narrative, story from at least one they link with beliefs. with beliefs. beliefs. with beliefs.
or important religion or
text used by at worldview and 2.Identify different 2.Give examples of 2.Describe a range of 2.Begin to discuss
least one recognise a link types of writing and different writings and different the reliability and
religion or with a belief give an example of different ways in interpretations of authenticity of texts
worldview how a believer might believers interpret sources of authority that are authoritative
2.Recognise interpret a source of sources of authority and consider the for a group of
different types of authority reliability of these believers.
writing from within sources for a group of
one text believers.
B. How N/A N/A Recognise that Identify events in Describe how events Explain how events in
beliefs beliefs are influenced history and society in history and society history and society
change by events in the past which have have influenced some have influenced
over time and present influenced some religious and non- some religious and
religious and non- religious worldviews non-religious
religious worldviews worldviews
C. How Recognise that Recognise that 1. Identify some links 1. Make clear links 1. Describe the 1.Explain
beliefs narratives, some beliefs between beliefs between different connections between connections different
relate to stories and connect together being studied within beliefs being studied different beliefs being beliefs being studied
each other texts used by at and begin to talk a religion or within a religion or studied and link them and link them to
least one about these worldview. worldview. to sources of authority sources of authority
religion or connections. using theological
worldview 2. Show awareness 2. Identify some of 2. Describe some of terms
contain beliefs. of some of the the similarities and the key theological
similarities and differences between similarities and 2. Explain the key
differences between and within religions differences between theological
and within religions and worldviews and within religions similarities and
and worldviews. and worldviews differences between
and within religions
and worldviews
D.How Give an Give different Recognise ways in Identify ways in Describe ways in Explain and discuss
beliefs example of how examples of which beliefs might which beliefs might which beliefs shape how beliefs shape the
shape the ______2use how ______ make a ______ think make a ______ think the way _______ view way ______ view the
way beliefs to guide beliefs influence about how they live about how they live the world in which world in which they
believers their daily lives daily life their life, how they their life, how they
1 Sources of authority include sacred texts, creeds, statements of belief, tradition, principles or rules, conscience, rational thinking.
2 Where _________ is indicated, the teacher is invited to insert the adherent of a religion or worldview they are studying e g. Muslims.RE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
see the see the world in see the world in they live and how they live and how they
world and which they live and which they live and view others view others
each other how they view others how they view others
Philosophy Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
A.The 1.Ask questions 1.Talk about the 1. Recognise that 1. Describe different 1. Explain different 1. Begin to analyse
Nature of about the world questions a story there are many philosophical philosophical and evaluate a range
knowledge, around them or practice from a different religious answers to questions answers to questions of philosophical
meaning and talk about religion or and non-religious about the world about the world answers to questions
and these questions. worldview might answers to around them, around them, about the world around
existence make them ask questions people including questions including questions them, including
2.Begin to make about the world raise about the relating to meaning relating to meaning questions relating to
connections around them world around them and existence and existence. meaning and existence
between using
their senses 2. Talk about 2. Talk about the 2. Begin to use 2. Explain some of 2. Begin to analyse
and what they what people difference between philosophical the different ways in and evaluate different
know about the mean when they knowing and vocabulary when which philosophers ways in which
world around say they ‘know’ believing. discussing issues understand abstract philosophers
them. something. relating to truth, concepts. understand abstract
reality and concepts.
knowledge.
B.How and Give a simple Give a reason to 1. Decide if a 1. Begin to weigh up 1. Explain, using a 1. Begin to analyse
whether reason using say why reason or argument whether different range of reasons, and evaluate whether
things the word someone might based on a religion reasons and whether a position or a position or argument
make sense ‘because’ when hold a particular or belief makes arguments are argument is coherent is coherent and logical
talking about belief using the sense to them and expressed coherently and logical. and show increasing
religion and word ‘because’ is expressed when studying awareness of
belief clearly. religion and belief 2. Link a range of divergence of opinion.
different pieces of
2. Give reasons for evidence together to 2. Use well-chosen
2. Use more than more than one point form a coherent pieces of evidence to
one reason to of view, providing argument support and counter a
support their view. pieces of evidence to particular argument
support these views
C.Issues of Using religious Using religious 1. Recognise that it Describe a range of Explain a range of Begin to analyse and
right and and belief and belief is difficult to define answers to ethical answers to ethical evaluate a range of
wrong, stories to talk stories, make ‘right’, ‘wrong’, and moral questions, and moral questions different answers to
good and about how connections ‘good’ and ‘bad’. showing awareness and issues, drawing ethical and moral
bad beliefs impact between peoples’ of the diversity of conclusions and questions/issues,
on how people beliefs about 2. Recognise some opinion and why showing awareness showing an
behave right and wrong of the similarities there are differences. of diversity of opinion understanding of the
and their actions. and differences and why there are connections between
between these differences. beliefs, practices and
ideas. behaviour.RE Rolling Curriculum Map (2021)
Hope Federation CofE Primary Academies.
Human/Social Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Sciences
A. The diverse Recognise Recognise the Identify some of the Describe the 1. Explain the 1. Begin to analyse
nature of that people names of ways people use the difference between different ways in and evaluate the
religion have different terms ‘religion’ and the terms ‘religion’ which the terms varying use of the
different religions, ‘belief’ when and ’belief’ when ‘religion’ and ‘’belief’ terms ‘religion’ and
beliefs and religious beliefs exploring religions, exploring religions, are used by followers ‘belief’ by followers
that some and worldviews beliefs and beliefs and from within a religion from within a religion
people and use them worldviews. worldviews. or worldview and or worldview and
follow correctly. those from outside it. those from outside it.
religions
and others 2. Show awareness 2. Recognise some
non- that talking about areas of controversy
religious religion and belief can when interpreting and
worldviews be complex. explaining the nature
of religion and belief.
B. Diverse Recognise Identify evidence Identify some Describe some of Explain some of the Begin to analyse and
ways in some of of religion and similarities and the varying ways in varying ways in which evaluate the varying
which the belief especially differences in how which religions and religions and beliefs ways in which
people symbols, in the local area. people practise and beliefs are practised are practised locally religions and beliefs
practice and artefacts express beliefs both locally and nationally and nationally (both are practised locally,
express and within and between (both within and within and between nationally and globally
beliefs practices at least two different between religions/worldviews) (both within and
used by religions/worldviews. religions/worldviews) with reference to at between
people of with reference to at least two different religions/worldviews)
different least two religions/worldviews. with reference to at
religions religions/worldviews. least two different
and beliefs religions/worldviews.
in the local
area
C. The ways in Recognise Identify ways in Identify a range of Describe ways in Explain how beliefs Begin to analyse and
which that beliefs which beliefs ways in which which beliefs can impact on and evaluate how beliefs
beliefs can have can have an beliefs can have an impact on and influence individual impact on, influence
shape an impact impact on a impact on a influence individual lives, communities and change individual
individual on a believer’s daily believer’s daily life, lives, communities and society, and how lives, communities
identity, and believer’s life, their family their family, and society and individuals, and society, and how
impact on daily life, or local community and show awareness of communities and individuals,
communities their family community. society. how individuals, society can also communities and
and society or local communities and shape beliefs. society can also
and vice community. society can also shape beliefs.
versa shape beliefs.You can also read
