Arbury Primary School - Religion and Worldviews Implementation

Curriculum and Learning

Religion and Worldviews Implementation

Implementation

At Arbury Primary School we use the Kapow Religion and Worldviews scheme of work for Years 1 to 6. This carefully crafted and engaging scheme of work covers the expectations of the Locally Agreed Syllabus for Religious Education (2023-2028). In EYFS the children learn about religion and worldviews through following the EYFS framework and through an experiential and enquiry approach. They are introduced to Christianity and a range of other religions and world views, different festivals and special places. The children at this age are encouraged to focus on themselves, those around them and their communities.

Our Religion and Worldviews curriculum has the following strands woven throughout: substantive knowledge (knowledge about religious and non-religious traditions, concepts, teachings and practices); disciplinary knowledge (the different methods and processes used by pupils to enable them to make sense of religion and worldviews). These together help the children to gain personal knowledge (allowing children to reflect on their learning, exploring their own worldviews personally and in relation to others).

Our curriculum is based on a spiral model where units and lessons are carefully sequenced so that previous conceptual knowledge is returned to and built upon. Children begin to develop their awareness of religion and worldviews in Key stage 1, focusing on conceptual knowledge through the study of a limited range of religions and worldviews represented in the UK, including Christianity. This will support children in building knowledge they can refer to throughout their learning in Key stage 2 while encountering a greater range of religions and worldviews and considering further the diverse nature of religious and non-religious lived experience. Each unit includes overarching ‘big questions’ which will be revisited throughout key stage 1, lower key stage 2 and upper key Stage 2, allowing children to apply the breadth and depth of their learning across various concepts.

The following units are covered:

	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
Autumn 1	How did the world begin?	Why do we need to give thanks?	What makes us human?	Are all religions equal?	Why do people have to stand up for what they believe in?	Why does religion look different around the world? (Part 1)
Autumn 2	What do some people believe God looks like?	What do candles mean to people?	Where do our morals come from?	What makes some texts sacred?	Why doesn’t Christianity always look the same?	Why does religion look different around the world? (Part 2)
Spring 1	What is God’s job?	How do we know some people have a special connection to God?	Is scripture central to religion?	Just how important are our beliefs?	What happens when we die? (Part 1)	Why is it better to be there in person?
Spring 2	Why should we care for the world?	What is a prophet?	What happens if we do wrong?	Who was Jesus really?	What happens when we die? (Part 2)	Why is there suffering? (Part 1)
Summer 1	How do we know that new babies are special?	How do some people talk to God?	Why is water symbolic?	Why is the Bible the best-selling book of all time?	Who should get to be in charge?	Why is there suffering? (Part 2)
Summer 2	Why should we care for others?	Where do some people talk to God?	Why is fire used ceremonially?	Does the language of scripture matter?	Why are some places in the world significant to believers?	What place does religion have in our world today?

Lessons are designed to be varied, engaging and hands-on, allowing children to learn and record their thoughts, answers and ideas in various ways. In each lesson, children will participate in activities involving disciplinary and substantive concepts, developing their knowledge and understanding of diverse religions and worldviews.