Religious Education
“There are two educations. One should teach us how to make a living and the other how to live.”
John Adams
As a Church Of England primary school we have a very strong commitment to the teaching of RE. We believe that excellent teaching of RE underpins our whole school ethos by promoting the spiritual, moral, cultural, mental and physical development of our pupils at school and as members of society. We believe that RE is part of the preparation of pupils for the opportunities, responsibilities and experiences of later life.
To enable us to meet this high expectation and the demands of the National Curriculum we use an enquiry-based approach to R E that consistently delivers excellent learning outcomes. We follow a challenging programme of study for the whole primary school from Foundation to Year 6.This enquiry-based learning covers: Christianity, Hinduism, Islam, Judaism and Sikhism.
Christianity is taught in every year group, with Christmas and Easter given fresh treatment each year, developing children’s learning in a progressive way.
We encourage the big questions which enhance critical thinking and evaluation skills. This supports spiritual development and equips children for a world of diversity.
The curriculum framework for RE breaks down the aims of RE into 3 strands
1. Know about and understand a range of religions and worldviews, so that they can:
• describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;
• identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews;
• appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
2. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:
• explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;
• express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues;
• appreciate and appraise varied dimensions of religion or a worldview
3. Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
• find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;
• enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all;
• articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.