At Bournville Village Primary School Religious Education is taught in accordance with the Birmingham Agreed Syllabus 2023, focusing on developing the 24 dispositions, and enabling pupils to develop a deep understanding of beliefs, values, and traditions of major world faiths and non-religious worldviews. The curriculum is designed to develop inclusivity, respect and understanding of religious traditions and non-religious worldviews that are evident in our diverse community.

Rationale

The aim at BVPS is for all pupils to secure an in-depth understanding of a range of world religions and non-religious worldviews, whilst developing an appreciation and understanding of the dispositions set out in the Birmingham Agreed Syllabus for Religious Education.

The dispositions (listed and defined in Appendix 1) both define and promote a flourishing personal, spiritual and moral character. They encourage pupils to think about, and act upon, a growing understanding of their own faith or viewpoint, whilst acknowledging the perspective and beliefs of others.

All pupils will study six religious traditions which have significant representation within Birmingham: Christianity, Judaism, Islam, Sikhism, Hinduism and Buddhism, and non-religious worldviews such as Humanism. The syllabus acknowledges the wide spectrum of beliefs and views within our school community, and all are explored and respected equally.

Subject Content:

Teachers deliver RE lessons weekly following planning provided by the subject lead. The planning focuses on developing pupils’ understanding of the 24 dispositions using a learning model which breaks the dispositions into four tangible, interconnected aspects. They are:

• Learning from Experience- identifying what pupils’ already know about a concept from their experiences or by activating prior knowledge.
• Learning about Religious Traditions and Non-Religious Worldviews- acquisition of knowledge of main religious concepts of traditions, and non-religious worldviews.  
• Learning from Faith and Non-Religious Worldviews- opportunity for pupils to reflect on their own practice to develop their moral character.
• Learning to Discern- opportunity for pupils to reflect, evaluate and think critically about what they have learned.

Our Whole-School RE Overview sets out the units to be studied, religions to be focused on and dispositions to be developed.

This sets out the overview of key learning points; identifies the dispositions that will be covered and how the four dimensions of learning are explored; main religious concepts that are covered, key vocabulary and prior learning pupils should have.

Outcomes:

By the end of the key stage one, pupils will:

• Engage with views about God, society and the world around them
• Understand the meaning of Christmas and Easter celebrations
• Be familiar with a small range of key stories, expressions, artefacts and other religious material which express the sense of belong and convey a meaning of life
• Begin to recognise various religious demands and responses
• Articulate and discuss aspects of some basic religious perceptions
• Form their basic dispositions towards all that surrounds them in the wider world
• Begin to ask relevant questions
• Acquire dispositions of caring and respect for the dignity of all human beings and of all animal life

By the end of key stage two, pupils will:

• Become acquainted with some important religious narratives
• Begin to engage with the challenge of making moral distinctions and will value what is right, good and true
• Become familiar with key religious cultural expressions, artefacts and other religious phenomena to appreciate the roots and scope of religious life
• Use religious texts to acquire some basic interpretative skills
• Develop their command of religious vocabulary and concepts in order to have discussions
• Appreciate the role of religious faith in the lives of people as demonstrated by selected historical figures and events

Acquire widely regarded dispositions