Religious Education

Religious Education Intent

 The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

In essences this means: 'RE explores big questions about life, in order to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion and worldviews, and reflect on their own ideas and ways of living.'

The threefold aim of RE elaborates the principal aim.

The curriculum for RE aims to ensure that all pupils:

  1. Know about and understand a range of religious and non-religious 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 wisdom2 found in religious and non-religious worldviews
  • appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
  1. Express ideas and insights about the nature, significance and impact of religious and non-religious worldviews, so that they can:
  • explain, using reasoned arguments, 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.
  1. Gain and deploy the skills needed to engage seriously with religious and non-religious worldviews, so that they can:
  • 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 clearly beliefs, values and commitments in order to explain why they may be important in their own and other people’s lives.

Religious Education Implementation

Learning is the core purpose of our school and is central to everything that happens. In Nursery and Reception, we follow the Statuary Framework for Early Years Foundation Stage document. This foundation in RE is based on the themes of who is important and special to us and to begin to recognise that people have different beliefs which they celebrate in different ways.

In KS1 and KS2 the RE curriculum covers all the requirements of the Diocese and we follow the local MSSTT agreed syllabus. At Alma Park the National Curriculum has been refined to reflect the communities the children belong to. It is relevant, diverse and engaging. For example, children will study What it is like to be a Muslim in Britain today and who is a Christian and what do they believe in. Children will also learn about Judaism and Hinduism. SEND and social disadvantaged pupils can access the RE curriculum by using religious artefact and photos and also by going on trips to religious places.

RE is delivered in discreet lessons, with meaningful links to other subjects. By teaching RE this way, children are able to focus on the skills and knowledge related to RE. It is therefore easier for them to recall past learning in this subject.

Long term plans, knowledge progression and skills progression documents are the building blocks of the subject. From these, medium term plans are created. Individual lesson plans are created by class teachers, these lesson plans take their objectives from the medium-term plans and the MSSTT syllabus. Lessons are structured to minimise cognitive overload, this is done by ensuring prior knowledge is secure and that lessons are not overloaded with new knowledge.

Children will present all work to their best standard. This fosters pride in their learning. The work will show the clear progression of children’s learning through the Key Stages. Lessons are teacher assessed against the learning objective. An end of topic assessment or evaluation is used to assess what knowledge the children have retained.

The outdoor environment and the local community are considered an opportunity for active learning for all our pupils. These can be used to visit sacred buildings in our local and surrounding areas.

As well as our school based learning, we ensure learning is supported by relevant religious visitors.

Our commitment to being a UNICEF Rights Respecting School is shown through our RE curriculum. For example, Article 13 says: Every child must be free to say what they think and to seek and receive all kinds of information, as long as it’s within the law.

The RE curriculum encourages collaboration with thoughtful discussions and debates. It encourages independence and understanding of our faiths to reduce prejudices and misunderstandings. RE builds on prior learning which deepens knowledge and enhances skills that foster learning and achievement.

“Celebrating Difference, Achieving Together”