Religious Education
This should be read in conjunction with the CRC and Respectful Relationships Policy.
CRC Article 28: All children have the right to a good quality education.
All policy and practice in Timothy Hackworth Primary School respects children’s dignity.
Intent
At Timothy Hackworth Primary School, we believe that Religious Education has an important role to play as part of a broad, balanced and coherent curriculum which all pupils are entitled to. Our curriculum provides a positive context in which the diversity of cultures, beliefs and values in society can be celebrated and explored. It promotes an ethos of respect for others, challenges stereotypes and builds understanding of other cultures and beliefs, as well as promoting a positive and inclusive school ethos that champions democratic values and human rights. Our curriculum encourages children to ask, and reflect upon, challenging questions and provides opportunities for personal reflection, where children can explore their own beliefs and are able to build their own sense of identity and belonging in a safe and supportive environment. Lessons ensure that our children grow to become tolerant and respectful citizens, who appreciate that everybody has their own set of beliefs and values and that these may differ from their own. Our Religious Education curriculum forms part of our school’s Spiritual, Moral, Social and Cultural teaching.
Children will have the opportunity to demonstrate resilience, resourcefulness, reflectiveness and reciprocity and have the ambition to be successful learners.
Religious Education is an important subject in itself, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society. RE teaching and learning in our school aims to enable our children to:
- develop deepening knowledge and understanding about a range of religious and non-religious worldviews so that children can describe and explain beliefs and theological concepts;
- describe and explain some sources of authority and teachings within and across religious and non-religious traditions;
- describe and explain ways in which beliefs are expressed;
- know and understand the significance and impact of beliefs and practices on individuals, communities and societies;
- connect these together into a coherent framework of beliefs and practices;
- gain and deploy deepening understanding of specialist vocabulary and terms;
- know and understand about religious diversity within the region, as well as nationally and globally;
- know and understand how religion can be defined and what is meant by the term “religious and non-religious worldviews” and with increasing clarity know that these worldviews are complex, diverse and plural;
- gain and deploy skills that enable critical thinking and enquiry in relation to the material they study;
- develop and use the skills of personal reflection with regard to their own thoughts, feelings, experiences, ideas, values and beliefs with increasing discernment;
- be prepared for life in modern Britain.
Implementation
At Timothy Hackworth Primary School, we follow the Programme of Study for RE suggested in the Durham Agreed Syllabus and have a scheme of work that reflects this. In Key Stages 1 and 2, the children are taught through the three elements of RE: Knowledge and Understanding of Religion, Critical Thinking and Personal Reflection.
At the beginning of each unit, the children develop their spirituality through an ‘I Wonder’ activity. This activity involves the children looking at a range of pictures, artefacts and religious quotations and then writing questions about what they wonder. The ‘I Wonder’ questions are then referred to throughout the unit so that children have a chance to find answers to their questions.
Early Years Foundation Stage
During the Early Years Foundation Stage (EYFS), Religious Education is taught as part of whole class topics and themes, for example, the theme ‘Special and Belonging’ is used to explore religion. Children explore ideas through topics such as Special Times, Special Objects, Special People, Special Books, How We Show Belonging, The Natural World, New Life and New Places, and stories which provide excellent opportunities for RE foundation work in Nursery and Reception and are successfully built upon in Key Stage 1.
The RE curriculum in the EYFS also follows the Durham Agreed Syllabus. Although the statutory requirement does not extend to Nursery, with good practice, RE is taught and explored through festivals and celebrations. During the EYFS, pupils begin to explore religion through thinking about special people, books, places, and objects. They may also visit places of worship at significant times during the year. Teaching and learning of these concepts are linked to, and contribute to the Early Learning Goals.
Key Stage 1
Children are taught about:
• Christianity – introduction to beliefs and practices and their impact.
• Buddhism – introduction to some beliefs and practices and their impact.
• Religious Diversity – introduction to the diverse religious and non-religious landscape in the local area (including differing denominations).
Key Stage 2
Children are taught about:
• Christianity – beliefs and practices across the denominations and the impact of these for individuals and communities.
• Hinduism – some beliefs and practices and the impact of these for individuals and communities.
• Judaism – some beliefs and practices and the impact of these for individuals and communities.
• Religious Diversity – the diverse religious and non-religious landscape across the region, including a special study of a local Muslim community.
• similarities and differences within and between religious and non-religious worldviews through at least one thematic study, e.g., about ritual, the environment, care for others.
The RE Curriculum Overview ensures that there is progression throughout the school and that the children build upon knowledge gained in previous years. Where possible, teaching is supplemented with visits to places of worship or visits from people from faith communities.
Impact
Impact is measured by the child’s progress against their expected outcomes and their ability to meet the key aims of the RE Curriculum by reflecting on the standards achieved against the planned outcomes and through pupil discussions about their learning, which includes discussion of their thoughts, ideas, and opinions surrounding RE. The impact of learning and pupil attainment will also be assessed by the Subject Lead through data analysis, learning walks and book scrutiny.
The impact of our school approach will enable our children to:
- enjoy learning about other religions and why people choose, or choose not to follow a religion;
- make links between their own lives and those of others in their community and in the wider world;
- develop an understanding of other people’s cultures and ways of life, demonstrate a positive attitude towards people of any religion and show understanding of cultural beliefs different to their own. Our children are respectful when meeting visitors from a variety of faith groups;
- be prepared for life in modern Britain
