Religious Education Curriculum Statement
At St Monica Primary school, we aim to deliver high quality Religious Education which is based on the Living Difference III, 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.
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 RE areas of study will include our curriculum principles:
Each Year group will be learning from experts who will visit the school. They will also visit places of worship during the festival of Easter. We will continue our learning in the local and wider community such as visits to the local church.
Depth and Challenge.
A depth of experience is gained through the conceptual enquiry model of learning: enquire, contextualise, evaluate, communicate and apply. The pupils are encouraged to use questioning and debate to learn about opinion and fact.
Quality Outcome which gives purpose to the learning.
This may be through an art gallery, leaflet, poem, dramatization, description or explanation.
This may be giving children a choice of their outcome or how to present their work. It may be a particular line of enquiry a group may wish to research.
Relevant to our children and context.
St Monica has fantastic community links and with the use of community cohesion pupils will gain knowledge from visitors, PowerPoint, art and visits to places of worship local to them.
With the use of research and questioning the children will use real life audiences and experiences to gain an understanding of the diverse community that they live in.
Enquiry based/ igniting curiosity.
Children will be given the opportunities to ask questions, discuss and debate searching questions.
At the end of Key stage 2 we want our children to:
Access vocabulary to help them discuss, recall knowledge and understand religion in society.
Develop knowledge and understanding of some of the aspects of the Christian, Hindu and Muslim faiths.
Reflect on and relate their learning in RE to their own experiences.
Visit local places of worship and speak to visitors of different faiths.
Reflect on their own values and those of a believer, respecting their right to hold different beliefs from their own.
Understand different ways of life and other people’s ways to express meaning.
Discuss issues and to challenge prejudice.
Ask and have the skills to answer ultimate and ethical questions from their viewpoint and that of a believer.
Our ongoing skills development include religious tolerance, investigation, interpretation, reflection, evaluation, analysis, expression, self- understanding, communication and problem-solving.
In RE a St Monica Learner will be:
Curious and open-minded to concepts and different religious beliefs, reflecting and showing empathy towards those around them developing the ability to understand and appreciate the viewpoints of others.
Respectful and self-understanding sharing their own experiences and responding to the experiences of others.
Reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values.
Willing to participate in and respond positively to artistic, musical and cultural opportunities.