Category Archives: RE

RE Network Meeting


RE Network Meeting

Attended Lisa Francis and Michelle Hill

Led Fiona from RE Today (

  • Each class to complete an RE curriculum overview – Units do not have to be delivered in sequence eg ABCD. Try to tally units with topic wherever possible.
  • Give a brief description of what you are doing in your first unit. (Units are for us to ‘harvest’ from. Keep existing good practice!
  • Set two dates (mid-term and end) to meet LF to revise and reflect on Unit.
  • Refer to 9 outcomes by the end of each key stage – (Units are there to support us but how we achieve this is entirely up to us.)
  • Re can be taught weekly or in blocks – MUST teach 40 hours of RE over the year.
  • KS1 Christianity and Islam
  • KS2 – 4 other religions
  • Suggested to visit 2 places of worship on the same day to compare and contrast.
  • There are suggested places of worship to visit in your Units but at the meeting the following Sikh Temple and Mandir and Mosque were highly recommended

Guru Nank Sikh Gurdwara 65-67 Walsall Road Willenhall was highly recommended 01902605286 ask to speak to Gurnam

Maha Shiv Shakti Mandir 14-15 Fletchers Lane, Willenhall – 01902 633361

Aisha Mosque & Islamic Centre 4 Rutter Street Walsall – 01922 620982

  • We had a discussion about inviting members of the community into school that are doing something because of their beliefs eg Islamic Aid, Christian Aid etc
  • We discussed the weddings and said one idea for display might be wedding vows from different religions
  • See handout for 2B ideas including; Treasure Hunt and Labyrinth
  • 6A Exploring Key Leaders  – use inspirational people like Ghandi and Rosa Parkes – also mentioned using people that are alive such as Mo Farrah (prays at the end of every race) or Malala Yousufzai.  The trailer for Ghandi – gives you the story.  Another activity face 15 chairs outwards and 15 chairs inwards in a circle. Children to talk to the person opposite about quote that is given.


  • Work on what they need to do, as everything we do is leading to those end of key stage outcomes.
  • At the end of the unit make a decision based on LO, teaching and feedback which children have grasped the unit and place their names under the ‘Expected’ column. Think about the children that have exceeded the expected and place them under the ‘Exceeded’ column and finally think about those children that have not reached expected and place them under the ‘Emerging’ column.
  • Start to create an exemplification file. Great examples only please! I will provide a large book for this and use it when I’m networking with other schools.
  • My next network meeting is 24th January 2017 – If you have any questions that you would like me to raise, please let me know before this date.

Key Stage 1 Programme of study

To develop their knowledge and understanding of religions and world views. They find out about simple examples of religion that are drawn from local, national and global contexts. They learn to use basic subject specific vocabulary. They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their idea.

Specifically, pupils should be taught to:

  • Know about and understand religions and world views

A1. Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them;

A2. Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the communities from which they come;

A3. Recognise some different symbols and actions which express a community’s way of life, appreciating some similarities between communities;


  • Express ideas and insights into religions and world views

B1. Ask and respond to questions about what communities do, and why, so that they can identify what difference belonging to a community might make;

B2. Observe and recount different ways of expressing identity and belonging, responding sensitively for themselves;

B3. Notice and respond sensitively to some similarities between different religions and world views.


  • Gain and deploy the skills for learning from religions and world views

C1. Explore questions about belonging, meaning and truth so that they can express their own ideas and opinions in response using words, music, art or poetry;

C2. Find out about and respond with ideas to examples of cooperation between people who are different;

C3. Find out about questions of right and wrong and begin to express their ideas and opinions in response.


 KS2 Programme of Study

To extend their knowledge and understanding of religions and world views, recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject specific vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils should learn to express their own ideas in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views.

Specifically, pupils should be taught to:

  • Know about and understand religions and world views

A1. Describe and make connections between different features of the religions and world views they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life in order to reflect thoughtfully on their ideas;

A2. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities;

A3. Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning.


  • Express ideas and insights into religions and world views       

B1. Observe and understand varied examples of religions and world views so that they can explain, with reasons, their meanings and significance to individuals and communities;  B2. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives;                                                                                                                                    B3. Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences between different religions and world views.


  • Gain and deploy the skills for learning from religions and world views


C1. Discuss and present thoughtfully their own and others’ views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own thoughtfully in different forms including (e.g.) reasoning, music, art and poetry;

C2. Consider and apply ideas about ways in which diverse communities can live together for the well-being of all, responding thoughtfully to ideas about community, values and respect;

C3. Discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response.