RE

The Arthur Terry Learning Partnership

Curriculum Statement Overview for Religious Education  

The intent of the ATLP Religious Education curriculum is closely aligned with the Birmingham agreed syllabus for Religious Education [updated, 2020]. 

The ATLP curriculum aims to provide children with a broad and academic programme that closely follows the National Curriculum. 

Our provision is a coherent and carefully sequenced (knowledge engaged) curriculum based on the principles of cognitive science. There is a focus on the development of literacy and the application of acquired knowledge to ensure children access the curriculum at a depth to ensure a deep and enduring understanding in discrete subject areas. 

The content and experiences within our curriculum are designed to accumulate and address the gaps in cultural capital of all our students in particularly the disadvantaged. Our extra-curricular offer supports our provision, with a focus within each subject thus helping to form stronger schemata for long term retention.

Purpose of Religious Education 

Religion and beliefs inform our values and are reflected in what we say and how we behave. RE is an important subject in itself, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society. Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and worldviews that offer answers to questions such as these.  

RE also contributes to pupils’ personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society. It offers opportunities for personal reflection and spiritual development, deepening the understanding of the significance of religion in the lives of others – individually, communally and cross-culturally.

Pupils are offered a holistic view of religious traditions, their beliefs, their expressions and practical actions. 

The aims of the ATLP Religious Education curriculum is to:

  • Appreciate the roots and history of religious faith in Britain and the wider world.
  • Study key religious beliefs and practices, the origin and context of sacred writings, persons and institutions. 
  • Develop an understanding of religious views on, and attitudes to, animals and the environment, and the importance and implications of studying the natural world. 
  • Explore significant and influential religious fiction, narratives, events and places. 
  • Engage with, and question, events, activities and expressions, the significance of which is both religious and cultural. 
  • Study and respond to religious positions on human relationships, marriage, human sexuality and the family. 
  • Learn how faith traditions have encountered and are engaging with each other in history and contemporary Britain.   

Overview of the curriculum:

The aim of the curriculum at Slade

Children’s learning at Slade is guided by encouraging 24 dispositions, which all of the major faiths saw as particularly important. Taken together, the dispositions constitute a person’s spiritual and moral character and help to depict a human ideal. 

The emphasis is firstly on learning from faith because religious practices, sacred sculptures, ethics, institutions, art and music were all originally devised to serve the human ideal. Secondly, there is in-depth learning about religious traditions, which assists the formation of our children’s judgements. 

The delivery of the religious subject matter in the curriculum is designed to cultivate 24 dispositions taught by way of a spiral curriculum over two year cycles.

The 24 Dispositions are: 

  • Being Imaginative and Explorative
  • Appreciating Beauty
  • Expressing Joy
  • Being Thankful
  • Caring for Others, Animals and the Environment
  • Sharing and Being Generous
  • Being Regardful of Suffering
  • Being Merciful and Forgiving
  • Being Fair and Just
  • Living by Rules
  • Being Accountable and Living with Integrity
  • Being Temperate, Exercising Self-Discipline and Cultivating Serene Contentment
  • Being Modest and Listening to Others
  • Cultivating Inclusion, Identity and Belonging
  • Creating Unity and Harmony
  • Participating and Willing to Lead
  • Remembering Roots
  • Being Loyal and Steadfast
  • Being Hopeful and Visionary
  • Being Courageous and Confident
  • Being Curious and Valuing Knowledge
  • Being Open, Honest and Truthful
  • Being Reflective and Self-Critical
  • Being Silent and Attentive to, and Cultivating a Sense, for the Sacred and Transcendence

Across KS1 and KS2, the following knowledge of Religious Education will be developed:

Across Ks3, the following knowledge of Religious Education will be developed: