Our aims are that all children can:
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.
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.
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, and 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.
The national curriculum states the legal requirement that:
Every state-funded school must offer a curriculum which is balanced and broadly based, and which: promotes the spiritual, moral, cultural, mental and physical development of pupils, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
The law requires that local authority RE agreed syllabuses and RE syllabuses used in academies that are not designated with a religious character ‘must reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain’. This means that from the ages of 5 to 19 pupils in schools learn about diverse religions and worldviews including Christianity and the other principal religions.
As a school, we learn about a number of religions and look in depth at Christianity, Sikhism, Hinduism and Islam.
We have a two year rolling programme and RE is planned and taught in year groups as follows:
Learning about religion includes enquiry into and investigation of the nature of religion, its key beliefs and teachings, practices, their impacts on the lives of believers and communities, and the varying ways in which these are expressed. It also includes the skills of interpretation, analysis and explanation. Pupils learn to communicate their knowledge and understanding using specialist vocabulary. It also includes identifying and developing an understanding of ultimate questions and ethical issues.
Learning from religion is concerned with developing pupils’ reflection on and response to their own experiences and their learning about religion. It develops pupils’ skills of application, interpretation and evaluation of what they learn about religion, particularly to questions of identity and belonging, meaning, purpose and truth and values and commitments, and communicating their responses.
We always attempt to link the teaching and learning to the use of direct experience of religious buildings, books and artefacts.
To link with our work in RE on Islam, we went to visit the Craven Arms Islamic Centre to gain first-hand experience of visiting a religious building and to enrich our curriculum.
We started by meeting the Imam when we arrived. We did a discussion session where we learnt more about the religion of Islam, including extra details about the 5 Pillars of Islam, and talked about the importance of the Islamic Centre itself. We were able to compare this to a standard mosque, looking at similarities and differences.
There was then an opportunity for questions and answers, where we could find out more about the things we are curious about or unsure of.