essex religious education scheme of work

Schemes of Work for teaching RE to all key stages

We know that planning schemes of work is a laborious and time consuming job for busy teachers, which is why we have created ready-to-use schemes made up of 35 units for Primary schools and 15 units for Secondary schools.

You can view the full list of units here .

Units include lots of teaching and learning ideas, links to useful resources, learning outcomes and assessment guidance and suggestions. Each unit offers on average eight hours of classroom ideas.

We have created these units of work to support its syllabus model A, currently in use in a number of local authorities. However, they offer a resource to support you in teaching RE wherever you are in the country, even if your syllabus is not an RE Today model.

Our Schemes of Work are a resource offering a range of ideas for your classroom. They do not supersede your agreed syllabus.

Check out our handy guide to planning with RE Today units of work to support you in deciding whether these schemes will work for you and your school.

Sample units

1-2 Unit Exploration Planner Who is a Muslim Final SAMPLE

L2-4 Unit Exploration Planner Why do people pray Final SAMPLE

3-12 Is religion a power for peace or a cause of conflict in the world today SAMPLE

Our Schemes of work are available to order now, and are supplied via email within 3 working days.

You can save weeks of planning time and gain over a years worth of lesson ideas* with our full schemes, that work out at only £15 per unit.

Primary schemes of work - £465 Secondary schemes of work - £180

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*based on avg. 8 hours of lesson ideas per unit, and avg. of 1 hour of RE teaching time per week.

Please note: Our Schemes of Work contain links to external websites where useful resources can be found. From time to time this links will move, redirect or break. As these are external third-party websites we are unable to remedy this. The schemes of work are not lesson plans, and do not contain PPTs alongside the content.

RE Today is not responsible for content on external websites. Links were active and correct at time of publication, but they do not always last. Please do check content etc before passing on to students/using in the classroom. Enough information is provided with links for teachers to search for a suitable alternative should links break

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• Religious Education
• Key Information

Religious Education Intent, Implementation and Impact

Essex have developed a new locally agreed syllabus. This will become statutory in schools from September 2023, however 2022 - 2023 is a year of implementation. We will be implementing the new syllabus from Spring Term 2023. 

Below is our overview for the new syllabus. In 2022 - 2023 we will be delivering year A. 

Rationale of choices: 

New Curriculum Map 

Essex Locally Agreed Syllabus

• Essex Approved Syllabus.pdf

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Primary EYFS, KS1 & KS2 RE (Religious Education) Schemes of Work and lesson planning

The schemes below will support all or most of the objectives of the re national curriculum. some have a specific focus on a particular religion. note that many areas will also have a locally agreed syllabus for teaching re.  you can stay up to date with the latest re curriculum news, offers and cpd by joining our monthly newsletter . .

Jigsaw Education Group

Jigsaw RE is the most comprehensive RE programme for ages 3-12. With over 80+ enquiries, both medium and short-term planning, RE has never been so engaging, accessible and fun.

Jigsaw RE encourages young minds to build awareness and understanding of the world around them, different language and communication, and develop their broader personal, social and emotional skills.

Ensure your staff have confidence in delivering and assessing Religious Education with Jigsaw’s three strand assessment system, harnessing personal development, substantive knowledge and disciplinary knowledge.

Built by RE experts, with contributions from worldview representatives.

For Years EYFS - 11/12

8 worldviews, including Humanism and Bahai in every 2-year phase

85+ enquiries for EYFS - Age 11/12, accompanied with knowledge organisers, vocab lists and assemblies

Mindfulness Embedded

Owl Crew - distancing friends

Up-to-date webinar/CPD programmes led by a dedicated team of RE experts and advisors

Mapping documents and background information fact files for a more thorough understanding of teaching materials for subject leads and educators

Newsletter updates

Mentor support

Assessment activities, criteria and descriptors

Interactive teaching and learning for school visits to places of worship

Staff Training and Support

Webinars and dedicated mentors

Subscriptions start from £1.80 per child with discounts available for purchasing multiple programmes.

Free Jigsaw sample   · Visit Website ·  [email protected]

Kapow Primary Religion & Worldviews

Kapow Primary

The Kapow Primary Religion & Worldviews scheme of work helps specialists and non-specialists alike to teach R&W with confidence.

Taking a concepts-based approach, the scheme looks at the differences within and between different viewpoints. Including, why are we here? What is religion? And, importantly, how can we live in harmony if we have different worldviews?

For Years 1 - 6

100+ lesson plans, supporting resources, presentations and videos

Clear planning documentation for subject leaders

Up-to-date thinking led by recent reports including ‘Religion and Worldviews in the Classroom: Developing a worldviews approach’ and ‘Religion and Worldviews: The Way Forward, a National Plan for RE’

Verified by experts, including Stacey Burman (RE expert and SACRE advisor)

Reflects diverse religious and non-religious worldviews such as Jain, Zoroastrian, Alevi, Bahá’í and Shinto

Integrated CPD gives you guidance on pedagogy and helps you to teach tricky concepts to your class

Unique pupil and teacher videos

Adaptable schemes (including long-term plans, condensed and mixed-age plans)

Coverage from Year 1 through to Year 6

We are proud to be trusted by over 6,000 schools. Experience our engaging and detailed schemes of work with a FREE 14-day trial . Subscriptions start from £215 plus VAT.

Visit Website · Free Trial · [email protected]

Years 1 - 6

Annual Subscription

Jigsaw PSHE and Jigsaw RE help pupils explore and develop their social, emotional, ethical and moral skills, and develop an understanding of the world around them. Both programmes are designed with consistent pedagogy and mindfulness techniques into age-appropriate spiral curricula, ensuring learning is revisited and deepened each year. The programmes are accessible through a single portal, with comprehensive lesson plans and resources all in one place, saving teachers valuable time and ensuring consistency in teaching standards and learning outcomes. Jigsaw schools enhance wellbeing and personal development, so children are prepared to navigate the complexities of the modern world.

Click here for FREE PSHE and RE samples!

Opening Worlds

Haringey Education Partnership

Years 3 - 6

Subscription

Opening Worlds is a knowledge-rich humanities programme for teaching history, geography and religion in Years 3 to 6. We provide curriculum resources together with training, support and ongoing programme-related professional development for primary school teachers [ read more ].

PlanBee RE Curriculum

PlanBee Resources

One-off Purchase

To help give pupils in KS1 and KS2 broad, balanced Religious Education learning, we've organised our ready-to-teach RE lesson packs into programmes of study for the major UK and world faiths. There are a number of multi-faith schemes of work, too [ read more ].

RE Today Schemes of Work

RE Today Services

Units include lots of teaching and learning ideas, links to useful resources, learning outcomes and assessment guidance and suggestions. Each unit offers on average eight hours of classroom ideas [ read more ].

The Emmanuel Project

The Diocese of St Edmundsbury and Ipswich

Years EYFS - 6

The Emmanuel Project provides challenging and enjoyable material for classroom teachers of RE. All the units were written and trialled by outstanding teachers. Created by the Diocese of St Edmundsbury and Ipswich, this resource is a complete RE scheme of work for primary schools and is used extensively by C of E schools, community schools and academies [ read more ].

Twinkl PlanIt RE

Excite and engage children with our award-winning scheme of work. Our fully progressive units provide solid building blocks to develop knowledge, skills and concepts. Featuring a wide range of activities created by subject specialists, PlanIt is easy to adapt and well researched so you can teach with confidence [ read more ].

Understanding Christianity

Church of England Education Office

Years  EYFS - 6 +

The key purpose of this project is to help all teachers support pupils in developing their own thinking and their understanding of Christianity, as a contribution to their understanding of the world and their own experience within it [ read more ].

United Learning Religion & Worldviews

United Learning

From expert sequencing to classroom resources, the United Curriculum for Primary delivers everything your teachers and subject leads need.

Kingston Primary School

Kingston Primary School, Church Road, Thundersley, Essex, SS7 3HG

01268 754137

[email protected]

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  RELIGION AND WORLDVIEWS

How we prepare our pupils to be knowledgeable, enquiring, reflective and respectful citizens of the world.

Religion and Worldviews Statement Of Intent 

Religion and Worldviews is a vital subject in Kingston’s ‘Take on the World’ Curriculum. We want our children to develop their knowledge and understanding of a range of religious and non-religious worldviews*, which not only reflect the local community Kingston serves but will also prepare pupils for the religious and belief diversity in Britain and the wider world; supporting our pupils to engage deeply with the questions raised by the study of religion and worldviews to enable pupils to hold balanced and well-informed conversations and to reflect on and develop their own personal worldviews . 

The 2021 National census data, shows religion in our local Castle Point area broadly reflects the data for England and Wales as a whole, with 48.6% identifying as Christian, with a higher than national 43.5% stating no religion and a lower than national >5% of people who stated other religions. In our Kingston community, we have families who have Christian, Hindu and Muslim faiths and we take the opportunity to include, celebrate and draw on this knowledge and understanding within our school life and in our Religion and Worldviews curriculum. Importantly, our Religion and Worldviews curriculum is inclusive to all our children, regardless of whether they have a religious belief or not.  

Our aims for our pupils: 

• 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 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  

Our religion and worldviews curriculum makes a distinctive and significant contribution to our children’s spiritual, moral, social and cultural education. We actively encourage our children to express their own personal beliefs, ideas and values whilst respecting the rights of others to have different views, values and ways of life. 

I mplementation  

Essex SACRE Agreed 2022 Syllabus is used in Essex Schools to deliver high quality Religious Education- at Kingston we call this subject Religion and Worldviews. The Essex SACRE Agreed Syllabus is rooted in a multi-disciplinary approach to Religious Education, enabling pupils to become religiously literate and offering challenge and depth for all pupils. 

At Kingston we have chosen to use the comprehensive and complete, enquiry-led Saffron Academy Trust RE (SAT RE) scheme of work to teach our Religion and Worldviews curriculum. SAT RE mirrors the Essex SACRE Agreed Syllabus and is endorsed by both Essex SACRE and Essex Local Authority.  SAT RE scheme is taught from EYFS to Year 6, has been designed and developed by teachers for pupils, incorporates evidence based cognitive science approaches to teaching and learning and ensures high quality, purposeful outcomes for each enquiry. SAT RE specifically focuses on Christianity, Hinduism, Islam, Judaism, Buddhism, Sikhism and Humanism. 

In line with the Essex SACRE 2022 Syllabus, SAT RE Scheme explores Religion and Worldviews through three distinct lenses: 

• Religious Education
• Key Information
• Our Curriculum

At Larkrise Primary School, we help all children to develop an understanding of the place that religion plays in people’s lives and how it has influenced history and our society and continues to do so. We will use the SAT RE scheme, which follows the agreed Essex SACRE 2022 Syllabus . This allows learners to explore religious education through three lenses; theology, philosophy and human and social science. Our aim is to instil curiosity for and tolerance towards world religions and to help children understand about faiths, beliefs and how religion has influenced the development of society and the community in which we live. Through the Scheme of Work, we aim to make links between the beliefs and practices of people from world faiths with aspects of the children’s own lives, whether religious or otherwise.

Our RE scheme runs from EYFS to year 6 and will provide learners with a solid foundation for further RE learning at secondary school. Below you will find an overview of learning, a description of the different lenses and an example of the teaching sequence followed in each lesson.

• Progression of skills RE
• SAT RE - Primary Curriculum Map

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Religious Education

At The Bishops’ School we have our own personalised R.E. curriculum designed to combine the best of both Catholic and Anglican resources: “Come and See” is a Catholic Primary Religious Education programme for Foundation Stage and Key Stages 1 and 2, and we combine this with the Anglican Diocesan Guidelines which includes the recommended resource “Understanding Christianity”. This Bishops’ School scheme of work allows a rich, engaging and balanced approach to meet the needs of our unique joint denominational school. Our curriculum also incorporates studies on World Religions and viewpoints to ensure our children are aware of their own and others’ beliefs and values in the amazing world in which we live.

To view the R.E. Curriculum please click here

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Religious Education

• Home » Curriculum » Our Curriculum » Religious Education

Eversley Primary school follows the Religious Education (RE) syllabus agreed by Essex County Council and alongside it we use the Discovery RE Scheme of Work which promotes an enquiry based approach.

Our curriculum and approach to teaching Religious Education helps pupils to develop knowledge, understanding and awareness of the main religions and beliefs represented in this country (Christianity, Judaism, Islam, Buddhism, Hinduism, Sikhism and Humanism). It also helps children to acquire a knowledge and understanding of basic religious phenomena and the fact that people’s religious beliefs impact their life. Religious Education is taught to help pupils make sense of different religions and to appreciate the influence it can have on people’s lives even if they do not hold religious beliefs themselves. Children will develop an understanding of religious traditions and to appreciate the cultural differences in Britain today.

In the RE syllabus and scheme of work we use, the children mainly focus on Christianity but also learn about other religions. We believe this gives children a tolerance and acceptance of other people’s beliefs and cultures and encourages respect for those holding different beliefs to their own. The study of RE also allows children to develop critical thinking skills; create and ask questions about the world around them and to evaluate their own views and beliefs.

Daily assemblies at Eversley contain an act of collective Christian worship. Over the school year, a range of visitors representing different beliefs held within the local community and society as a whole will visit the school to lead assemblies and take part in lessons. We also attend the local church, St Gabriel’s, for our special assemblies held at Harvest and Easter, and at Christmas for Christmas performances.

Parents hold the right to withdraw their children from Religious Education lessons and assemblies. Please speak to the Headteacher or Deputy Headteacher if you wish to do so.

Enquiries: Mrs Hills and Mrs Ayres, in the School Office, will direct your enquiries to the relevant member of staff.

Eversley Primary School Crest Avenue, Pitsea, Essex SS13 2EF

Tel: 01268 555333 Fax: 01268 558748 Email: [email protected] Contact Us

Headteacher: Mrs P Pepper Chair of Governors: Mrs V Scorey SENCO: Mrs C Lowry

To report pupil absence: If your child’s ill and will be absent from school, you need to tell us. We use a service called Studybugs which makes it easy to let us know. Click here.

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St Teresa's Catholic Primary School

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Religious Education

"Let us thank all those who teach in Catholic  schools. Educating is an act of love; it is like giving life ." - Pope Francis

Our RE scheme of work, Come and See, is based on the theological foundations of Vatican II, the Catholic Catechism and the revised RE Curriculum Directory.

The Catechism of the Catholic Church addresses the search for meaning in life. God’s initiative in Revelation who comes to meet us and our response of faith.  This pattern guides the structure of the programme and informs the process of each topic, opened up through; Explore, Reveal and Respond.

(In response to the new RED (2023) , St Teresas Catholic Primary school is transitioning away from Come and See, beginning in Early Years in academic year 2023-24.  We aim to be fully compliant with the new RED in all classrooms by 2025.)

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3.2 How and why do young Sikhs get involved with the Gurdwara? (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 3.2 How and why do young Sikhs get involved with the Gurdwara? Student page, p. 19 in book.

3.5 Case study 2: The role of the Gurdwara for Sikhs (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 3.6 The role of the Gurdwara for Sikhs. Student pages, pp. 22-23 in book.

6.3 The ideal and the real: contemporary voices (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 6.3 The ideal and the real: contemporary voices - Dr Jagbir Jhutti-Johal, Nikky-Guninder Kaur Singh and Valarie Kaur. (2 pages)

6.2 Women and equality in the Guru Granth Sahib and in history (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 6.2 Women and equality in the Guru Granth Sahib and in history. Student page 33 from book.

6.1 What do Sikh teachings tell us about equality between men and women? (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 6.1 What do Sikh teachings tell us about equality between men and women? Information file. Student page 32 from book.

5.3 Everyday lived Sikhi: putting teachings into practice (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 5.3: Everyday lived Sikhi - putting teachings into practice. Student page 29 from book.

5.2 How did Manni Kaur's life change through the inspiration of Sikh teaching? (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 5.2: How did Manni Kaur's life change through the inspiration of Sikh teaching? Student page 28 from book.

5.1 How did Bhagat Puran Singh embody the Sikh idea of service? (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 5.1: How did Bhagat Puran Singh embody the Sikh idea of service? Student page 27 from book.

What does the Japji mean for Sikhs? (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Student pages 24-25 from book: What does the Japji mean for Sikhs and what does it say about the nature of the Divine?

3.8 Impact of Gurdwaras on the local community (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 3.8 Impact of Gurdwaras on the local community. Comments from parliamentary debate (2019) and our 2023 Sikh survey. Supports section c on p. 17: comparing sources of evidence.

3.6 Case study 3: Sikh food bank (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 3.6 Case study 3: Sikh food bank in Scotland. (2 pages)

3.9 Research report, analysing the evidence (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 3.9 Research report, analysing the evidence. Student worksheet to record findings.

3.1 Data on Gurdwaras in Britain (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 3.1 Data on Gurdwaras in Britain. Student page, p. 18 in book.

3.10 List of evidence and case studies (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 3.10 List of evidence and case studies. Reference list of the numbered resources supporting Section 3 (What is the role and impact of the Gurdwara on Sikhs and local communities?)

3.3 Why do Sikhs attend the Gurdwara? (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 3.3 Why do Sikhs attend the Gurdwara? Student page, p. 20 in book.

3.4 Case study 1: the Gurdwara in Britain (IW05)

Investigating Worldviews vol 5: Investigating Sikh Worldviews. Resource 3.4 Case study 1: the Gurdwara in Britain. Student page, p. 21 in book.

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At the heart of RE in church schools is the teaching of Christianity, alongside learning about other faiths and worldviews

In Church of England schools, where pupils and staff come from all faiths and none, Religious Education (RE) is a highly valued academic subject that enables understanding of how religion and belief affect our lives.

The Chelmsford Diocesan Board of Education (CBDE) believes that RE enables pupils to develop religious literacy the ability to hold informed and balanced conversations about religion and beliefs.

The Church of England Statement of Entitlement for Religious Education 2019 document  outlines the expectations of the Church of England Education Office in relation to Religious Education. It is used by SIAMS (Section 48) inspectors when they are assessing the quality of RE in church schools and academies.

NEW - Guidance for Religious Education (RE) in Church of England Schools in the Diocese of Chelmsford

Accepted by the DBE (Diocesan Board of Education) in January 2024. This guidance enables all Church of England Schools in our Diocese to establish, and continue to develop high quality Religious Education within the Christian ethos of the school.

RE Leads are encouraged to participate in termly Network meetings provided by the Diocesan RE Lead where there will be an opportunity for further engagement.

RE Guidelines Autumn 2023

Syllabus Information

All Voluntary Controlled church schools and Foundation schools are legally required to use the Locally Agreed Syllabus as the basis of their RE curriculum.

Academies and Voluntary Aided church schools are encouraged to use their local agreed syllabus as the basis of their RE curriculum, but they are not required to do so.

Download further information about statutory duties in relation to RE in academies .

Within the Diocese of Chelmsford the following syllabuses are used:

• Barking and Dagenham agreed syllabus for Religious Education 2020
• Essex Agreed Syllabus 2022 A Religious Education for the Future
• Havering agreed syllabus for Religious Education 2021-2026
• Newham agreed syllabus for Religious Education 2022
• Redbridge agreed syllabus for Religious Education 2021-2026
• Southend agreed syllabus for Religious Education 2018-2023
• Thurrock agreed syllabus for Religious Education 2016-2021
• Waltham Forest agreed syllabus for Religious Education 2020-2025

SIAMS and RE

Strand 7: The effectiveness of religious education

RE should reflect the Church of England Statement of Entitlement 2019 and ensure that RE expresses the school’s Christian vision.

Curriculum Design

We recommend all Church of England Schools and Academies offer a broad and balanced RE curriculum that provides a balance between the disciplines of Theology, Philosophy and Human and Social Sciences.

This is about believing. It looks at where beliefs come from, how they have changed over time, how they are applied differently in different contexts and how they relate to each other.

This is about thinking. It is about finding out how and whether things make sense. It deals with questions of morality and ethics. It takes seriously the nature of reality, knowledge and existence.

Human/Social sciences

This is about living. It explores the diverse ways in which people practice their beliefs. It engages with the impact of beliefs on individuals, communities and societies.

RE Resources

The National Association of Teachers of RE  is an initial point of contact for up-to-date information about RE. A voice at national level for all who teach and lead in RE, and publications and courses to support professional development.

Religious Education Council of England and Wales, representing the collective interests of a wide variety of professional associations and faith communities in deepening and strengthening provision for religious education.

RE: Online

RE: Online are a provider of information about RE, supporting teaching and learning, as well as information about pedagogical approaches in RE, the history and legal status of RE.

REQM is a nationally recognized quality mark for RE.

RE Today is a provider of RE-related teaching and learning resources.

Understanding Christianity

The official website for Understanding Christianity , a resource produced by the Church of England Education Office and RE Today.

For further information and enquiries, please contact our Diocesan RE Adviser, Ruth Everett .

Related pages

Standing Advisory Councils on Religious Education with the Dicoese of Chelmsford.

See our SACRE page

Ruth Everett

Ruth is a School Adviser and RE Lead. She has worked in Education since 1984 with the majority of time spent teaching in Essex Primary Schools in a variety of roles, leading a wide range of subjects including…

Find out more about Ruth Everett

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Suffolk Learning

The emmanuel project: re scheme of work – eyfs to y6.

The Emmanuel Project is an RE scheme of work for EYFS to Y6 which provides challenging and enjoyable material for classroom teachers of RE. All the units were written and trialled by outstanding teachers. Created by the Diocese of St Edmundsbury and Ipswich, this resource is a complete RE scheme of work for primary schools and is used extensively by C of E schools, community schools and academies. 

The Emmanuel Project provides a complete set of 49 enquiry based units for teaching RE across the primary school with clear background notes:

• 29 units on Christianity from EYFS to KS2; and
• 20 units on other world faiths for KS1 / KS2

A Key Stage 1 Scheme of work for RE

A Key Stage 2 Scheme of work for RE

An EYFS Scheme of work for RE

Primary Emmanuel Project Scheme of work for RE

The Emmanuel Project 2020 flyer

It is usable with most agreed syllabuses, providing detailed support.

The resource costs £250.00 for new buyers and £100.00 to those who bought previous editions.

For more information about the Emmanuel Project 2020 please visit:  https://www.cofesuffolk.org/schools/school-leaders/religious-education/emmanuelproject/

To order please contact  [email protected]

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Complete Year 9 RE Schemes of Work

Subject: Religious education

Age range: 11-14

Resource type: Unit of work

Last updated

11 October 2022

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Complete written schemes of work for the EC Publishing Complete Year 9 RE Package which can be found here.

Units included:

• Exploring alternative religions, new religions and cults (one term)
• Exploring Christianity - Denominations (half term)
• Religion, Science and Ethics (one term)
• Religion and Human Rights (half term)

Also includes a Homework Project which can be completed alongside units 1 and 2.

Who are EC Resources? EC Resources are the top TES PSHE providers and are a group of teachers who work together to create easy to use, high quality and editable lessons and units of work. We have created lessons for The Bank of England, The Children’s Commissioner, MACS Charity, Tes, LikeToBe Careers, the Criminal Cases Review Commission (UK Gov) and have also completed PSHE and Citizenship commissions for schools across the UK.

Check out our RE and PSHE Packages here: One Year of KS3 RE Complete KS3 PSHE and RSE Complete KS4 PSHE and RSE One Year of KS5 PSHE and RSE One Year of Citizenship and British Values Complete Year 7 and 8 RE Complete Careers and Employability AQA Citizenship GCSE Mega Pack

We also run psheresources.com and you can contact us at [email protected]

Teaching PSHE, RE or Citizenship GCSE next year? Why not join our Citizenship and PSHE teachers Facebook group, with 8000 other teachers, for guidance, advice and resource sharing.

Creative Commons "NoDerivatives"

Get this resource as part of a bundle and save up to 16%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Year 9 Religious Education

** UPDATED AND EXPANDED FOR 2021 - ONE YEAR OF YEAR 9 RE LESSONS, assessments and schemes of work. mark schemes, feedback sheets, homework project, 38 hours of fully resourced, well-differentiated, highly-rated, detailed and editable RE units for Year 9.** All packs (bundled into 20 downloads of individual lessons and detailed units) are complete with at least one hour-long PowerPoint per lesson, accompanying differentiated worksheets, GCSE -style prep-tasks, clip links with questions, plenaries, clear LOs, starters and all are well differentiated to three levels throughout. Includes assessments, mark schemes + DIRT feedback sheets. The schemes of work are in the unit packs or the lesson downloads for each half term. These are: **1) Exploring alternative religions, new religions and cults (one term) 2) Exploring Christianity - Denominations (half term) 3) Religion, Science and Ethics (one term) 4) Religion and Human Rights (half term)** These resources have been highly-rated individually by TES users, follow the same consistent format and are easy to follow. There is zero extra work required, you really can just pick them up and teach them. However, they are also fully amendable should you wish to. **Who are EC Resources?** EC Resources are the top TES PSHE providers and are a group of teachers who work together to create easy to use, high quality and editable lessons and units of work. We have created lessons for The Bank of England, The Children's Commissioner, MACS Charity, Tes, LikeToBe Careers, the Criminal Cases Review Commission (UK Gov) and have also completed PSHE and Citizenship commissions for schools across the UK. Check out our RE and PSHE Packages here: [One Year of KS3 RE](https://ecpublishing.co.uk/products/one-year-of-ks3-re?_pos=1&_sid=0115073f5&_ss=r) [Complete KS3 PSHE and RSE](https://www.tes.com/teaching-resource/pshe-complete-ks3-pshe-11897912) [Complete KS4 PSHE and RSE](https://www.tes.com/teaching-resource/complete-ks4-pshe-rse-12059669) [One Year of KS5 PSHE and RSE](https://www.tes.com/teaching-resource/one-year-of-ks5-pshe-12188834) [One Year of Citizenship and British Values](https://www.tes.com/teaching-resource/citizenship-citizenship-one-year-s-worth-11551737) [Complete Year 7 and 8 RE](https://www.tes.com/teaching-resource/drugs-and-alcohol-11493122) [Complete Careers and Employability](https://www.tes.com/teaching-resource/employment-11488708) [AQA Citizenship GCSE Mega Pack](https://www.tes.com/teaching-resource/prejudice-and-discrimination-11363222) We also run [psheresources.com](https://ecpublishing.co.uk/) and you can contact us at [email protected] Teaching PSHE, RE or Citizenship GCSE next year? Why not join our [Citizenship and PSHE teachers Facebook group,](https://www.facebook.com/groups/2069848026578974/) with 8000 other teachers, for guidance, advice and resource sharing.

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Teacher of Religious Education

10 days remaining to apply

Job start date.

2 September 2024

Closing date

17 May 2024 at 8am

Date listed

Job details.

• View all Suitable for early career teachers jobs

Visa sponsorship

Working pattern, contract type, additional allowances.

TLR Available for additional responsibilities

What skills and experience we're looking for

• Plan work in accordance with department learning schemes and National Curriculum programmes of study.
• Liaise with relevant colleagues in the planning of units of work for collaborative delivery.
• Work in collaboration with Learning Support Assistants attached to any teaching group
• Take account of students' prior levels of attainment and use them to set targets for future improvements.
• Maintain good behaviour by adherence to the advice given to staff in the Academy’s behaviour policy.
• Set high expectations for students' behaviour by establishing a purposeful working atmosphere in accordance with the school's behaviour code.
• Set appropriate and demanding expectations for students' learning, motivation and presentations of work.
• Set work for students absent from school for health or disciplinary reasons
• Maintain notes and plans of lessons undertaken and students' work.
• Mark, monitor and return work with a reasonable and agreed time span providing constructive oral and written feedback and clear targets for future learning as appropriate as outlined in the school assessment policy.
• Carry out assessment programmes e.g. reports as agreed by the Academy.
• Attend the appropriate consultation evenings to keep parents informed as to the progress of their child.
• Be familiar with the Code of Practice for identification and assessment of Special Educational Needs and keep appropriate records on Individual Education Plans for students.
• Undertake responsibility for a tutor group as required including academic mentoring.
• Be the first point of contact for parents and students in the tutor group.
• Monitor (and set targets for) the academic and social progress of individuals in the tutor group.
• Promote good attendance and monitor in accordance with the Academy's attendance policy.

What the school offers its staff

Belfairs Academy offers a dynamic work environment with modern facilities. Complimentary use of the gym and swimming pool for all members of staff. Staff wellbeing is a priority - we offer events and support for all employees.

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.

Our recruitment process follows the keeping children safe in education guidance.

Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children

You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

Applying for the job

Please download the application form using the link below, and once completed send to [email protected]

Upload additional documents

If you need these documents in an accessible format, please contact the school.

About Belfairs Academy

Arranging a visit to belfairs academy.

To arrange a visit and increase the chance of a successful application email [email protected] .

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Who is left behind from Vietnamese migration to the UK?

The only victims of transnational migration are not those who are on the move.

Over the past 10 years, a growing number of Vietnamese people have been migrating to Europe with hopes of a better life. This has taken place largely under the radar, but in 2019 the horrific Essex 39 tragedy in the United Kingdom, where 39 Vietnamese bodies were found in the back of a lorry, drew global attention to the trend. Since then, reporters have exposed several smuggling networks which facilitate irregular border crossings – from the Netherlands to Malta – with the UK often seen as the target destination.  In fact, the UK’s Home Office has reported a  ten-fold increase  in Vietnamese nationals arriving in small boats in 2024 so far.

The majority of recent Vietnamese migrants to Europe hail from a handful of provinces in North and North Central Vietnam. Despite widespread knowledge of the dangers involved in crossing the English Channel and risks of exploitative working conditions in nail salons or cannabis farms, many young people have come to believe that leaving their homeland behind, where they see no future, is the only way to secure one.

Keep reading

India, japan dismiss biden’s ‘xenophobic’ comment, uk activists prevent arrest of migrants slated for deportation, uk has begun mass arrests of potential rwanda deportees: what’s next, biden labels japan and india ‘xenophobic’ along with china and russia.

But what impact does transnational migration have on the left-behind communities? Let’s take a look at Nghe An, the province which the majority of Essex 39 victims hailed from.

Nghe An has a proud nationalist history. Vietnam’s legendary independence hero, Ho Chí Minh, was born there. Today, however, the story of Nghe An is largely about economic migration.

The province has countless new mansions funded by remittances. Yet look behind the affluent facade and you’ll see a much darker reality. Local communities are “hollowed out” as most young, working-age people have left the village, leaving only the elders and children.

Migration has always been a collective endeavour. The whole household (and sometimes wider relatives) pool their resources to facilitate one person’s travels abroad, who in turn is expected to repay the investment in the future. In Nghe An, it is striking to see so many children of long-term emigrants being cared for by older siblings, aunts and grandparents.

Minh* was only one year old when his mother and father left to find work abroad; eventually they ended up in the UK. Minh was nurtured by his paternal grandparents, while mum and dad sent back remittances to pay for his upkeep and education. Now Minh is 16, and his parents still have not been able to return to Vietnam due to fears they would not be able to get back to the UK. He has never met his five-year-old brother, although they speak on the phone regularly. Minh would like to move to the UK and be reunited with his parents, but they do not have UK residency status so it will be difficult.

Vietnamese concepts of kinship stretch far beyond the nuclear family, and the ability of relatives (or sometimes even neighbours) to pick up childcare responsibilities for extended periods has been essential for facilitating the vast numbers of labour migration journeys out of Nghe An.

At the same time, migration takes its toll on family and community coherence. Many marriages break down when someone moves abroad and finds a new partner, sometimes leaving children destitute back home. One man described the situation in his home village as “turmoil” as traditional family structures are torn apart, and the elderly are left to pick up the pieces.

In contrast to the optimistic, government-backed vision of remittance-funded development, here we see the dark side of migration: the depletion of Nghe An’s social fabric, which is replaced by rising inequality as remittances enrich some households but not others. Ironically, transnational migration threatens to undermine the very bonds of kinship which enabled it in the first place.

What are they leaving behind? Since the end of the Vietnam War, Vietnam has managed to escape desperate poverty in a generation, an economic miracle for what used to be one of the poorest nations in the world. However, prosperity has not been equally distributed nationwide. Vietnam’s impressive sustained national GDP growth figures mask the rapidly increasing income inequalities. In recent years among Vietnam’s 58 provinces, just 12 including and surrounding Hanoi and Ho Chi Minh City have received almost 60 percent of Vietnam’s Foreign Direct Investment , leaving very little for the rest of the country.

Nghe An has one of the lowest per-capita incomes of any province, with traditional forms of livelihood like farming and fishing becoming increasingly unprofitable and undesirable – partly because of environmental disasters like storms and flooding exacerbated by climate change. Most prospective emigrants hail from the 13.6 million whom the World Bank categorises as “no longer poor, but also not economically secure or middle class”.

Research shows that it is economic inequality, rather than poverty, which makes people unhappy and discontented. Even if we are better off than our parents were, living through rising inequality makes us feel excluded and frustrated by not being able to keep up with those further up the socioeconomic ladder. When combined with no obvious pathways for social mobility, a policy infrastructure that encourages overseas migration, and a robust migration brokerage industry, this creates a very powerful incentive for migration.

According to Oxfam , the richest man in Vietnam earns more in a day than the poorest Vietnamese earns in 10 years. Vietnamese national media and social media are inundated with content advertising the lavish, luxurious lifestyles of the super-rich and upper-middle classes of Hanoi and Ho Chi Minh City, which rural and working-class people of Nghe An aspire to but are excluded from because they lack the right social connections, a prestigious higher education, or inherited real estate in desirable locations.

Nghe An’s capital and a few other communes are becoming increasingly crowded with fancy new multi-storey houses and expensive new cars – belonging to the families of earlier migrants who have paid off their migration debts and now send remittances back. And tremendous global inequality means a cash-in-hand job at a nail salon in the UK for well below minimum wage (and up to 60 hours/week) still pays at least £300/week, which is 10 times more than low-skilled workers can hope to earn in Vietnam.

Europe is not the only destination for Vietnamese people looking for a way out of poverty, inequality and lack of social mobility. Japan, South Korea, and Taiwan are the main destinations in Asia for Vietnamese migrants under the bilateral ‘’labour export’’ agreements – a strategy the government counts on to eradicate poverty and generate resources for the economy at home. Recently, thousands of people from Nghe An queued for up to five days for the opportunity to sign up for one of these work abroad schemes – an indication of their eagerness to leave by all available routes. Many people we spoke to there said if they fail to take part in one of these schemes, they would be willing to pool familial resources and get into huge debts to fund irregular migration to Europe, risking arduous and even life-threatening conditions.

Many governments in the Global South encourage transnational labour migration as a panacea for high local unemployment levels and a lack of relatively well-paid jobs. Remittances can help pay for education, housing or healthcare for individual families, but this may result in long-term dependency on migration.

While migration is a human right, it can also become “an individualistic solution to a systemic crisis of inequality” . This happens when migrant-sending governments shift their responsibility for national prosperity onto remittance-sending migrants instead of investing in infrastructure and stimulating local economic development in poorer regions.

People we spoke to in Nghe An were driven by the need to “vươn lên (to rise up the social ladder)”, to exert all their efforts and energies progressing the prospects of their family, and to avoid the shame of being “left behind” among the poor. One lady, whose son left for the UK 10 years ago, put it this way: Life has always been hard here; nowadays, there is enough to survive, but if you want to save, invest, or achieve social mobility, then migration is the only option.

The views expressed in this article are the author’s own and do not necessarily reflect Al Jazeera’s editorial stance.