Religious Education Curriculum Statement
At St Monica Primary school, we aim to deliver high quality Religious Education which is based on the Living Difference IV, the agreed syllabus for Hampshire, Portsmouth, Southampton and the Isle of Wight.
Through RE we will engage, inspire, challenge and encourage children to ask questions about the world and to reflect on their own beliefs, values and experiences. We wish to develop their knowledge of the world’s faiths, and their understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures including a non-religious way of looking at and existing in the world. We want the RE our children learn to be exciting, engaging, enquiring, challenging, reflective and enjoyable.
Responsibility of Religious Education Lead
Play a leading role in preparing and reviewing policy for the teaching of their subject;
Plan and organise the curriculum for their subject throughout the school, establishing how good standards, continuity and progression can be achieved and sustained;
Monitor and evaluate the implementation of policy and planning;
Regularly and systematically provide guidance to colleagues on content, methodology and resources;
Oversee the assessment and recording of pupils’ progress.
We ensure that our RE covers the depth and breadth required by the Agreed Syllabus, Living Difference III. Our children study Christianity in every year group as well as the Hindu faith in Year R, 1 and 2. The Jewish faith in Year 3 and 4 and the Islamic faith in Year 5 and 6. A unit of RE is taught each half-term as a blocked subject. RE teaching follows an enquiry-based cycle which leads into concepts. RE lessons often include Philosophy for Children, critical thinking, learning from believers (visitors, film clips) and opportunities to unpick concepts through drama and art. Our RE helps us to learn about diversity in the UK and around the world.
Our INSPIRE values within Religious Education:
Children will work fairly and thoughtfully, using resilience when faced with challenges. The Religious Education curriculum will guard against pupils’ misconceptions. Staff will think carefully about the representations they select and ensure that these are as accurate as possible.
Adults will foster children’s curiosity, and children will work collaboratively to achieve.
Every individual will be able to achieve their full potential, and succeed in progressing in their Religious Education enquiry and understanding.
Children will be excited and engaged in their Religious Education learning, with high-levels of curiosity throughout their learning.
Pupils will learn about the various faiths studied through:
first, ‘substantive’ knowledge: knowledge about various religious and non-religious traditions
second, ‘ways of knowing’: pupils learn ‘how to know’ about religion and non-religion using a variety of sources and experiences.
third, ‘personal knowledge’: pupils build an awareness of their own presuppositions and values about the religious and non-religious traditions they study
Religious Education is ‘blocked’ to ensure coverage of the curriculum and adequate time is allocated to learning. Links will be made to enhance the spiritual, moral, social and cultural development of pupils.
Children will be charged with the independence to research and explore the world around them.
Consistent planning and presentation of learning opportunities will ensure high standards will be prevalent across the school.
End of Key Stage Expectations
By the end of Foundation Stage pupils will have encounter religions and worldviews through special people, books, times, places and objects and by visiting places of worship. They will have listened to and talk about stories. They will have been introduced to subject specific words and use all their senses to explore beliefs, practices and forms of expression. They will be able to ask questions and reflect on their own feelings and experiences. They will confidently use their imagination and curiosity to develop their appreciation of and wonder at the world in which they live.
By the end of Key Stage One pupils will be able to talk confidently about different beliefs and practices, including festivals, worship, rituals and ways of life. They will be able to retell and suggest meanings to some religious and moral stories and recognise the communities from which they come using the correct vocabulary.
Pupils will recognise different symbols and actions which express a community’s way of life, appreciating some similarities between communities and identifying what difference belonging to a community might make. Pupils will know of examples of co-operation between people who are different and about questions of right and wrong expressing their ideas and opinions sensitively and respectfully.
By the end of Key Stage Two pupils will be able to describe and make connections between different features of the religions and world views they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their ideas
They will be able to describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities. They will explore a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning, explaining with reasons, their meanings and significance to individuals and communities.
Pupils will be able to discuss and present their own and others’ views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own thoughtfully in different forms including (e.g.) reasoning, music, art and poetry. They will confidently consider and apply ideas about ways in which diverse communities can live together for the well-being of all, responding thoughtfully to ideas about community, values and respect.