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Religious Education

Religious Education is not a statutory part of the National Curriculum but state-funded, local authority schools must provide a basic curriculum. Schools designated as having a religious character are free to make their own decisions in preparing their syllabuses.

‘The curriculum for a maintained school must be a balanced and broadly based one which ‘promotes the spiritual, moral, cultural, mental and physical development of pupils and of society, and prepares pupils for the opportunities, responsibilities and experiences of later life’.’ Section 2 79 (1) School Standards and Framework Act.

Breadth and depth can be achieved in RE, if the following are taken into account:

 

  • RE should provide opportunities for pupils to develop positive attitudes and values and to reflect and relate their learning in RE to their own experience.
  • Building on the statutory requirements, it is recommended that there should be a wide- ranging study of religion and belief across the key stages as a whole.
  • Not all religions need to be studied at the same depth or in each key stage, but all that are studied should be studied in a way that is coherent and promotes progression.
  • Pupils should have the opportunity to learn that there are those who do not hold religious beliefs and have their own philosophical perspectives, and subject matter should facilitate integration and promotion of shared values.
  • The study of religion should be based on the legal requirements and provide an appropriate balance between and within Christianity, other principal religions and, where appropriate, other religious traditions and worldviews, across the key stages as a whole, making appropriate links with other parts of the curriculum and its cross-curricular dimensions.

 

Intent- Religious Education at Parkfield Primary School

‘My religion is very simple. My religion is kindness.’ Dalai Lama

Recent research used to inform practice: Awareness, Mystery and Value (AMV): The agreed syllabus for Religious Education in Somerset 2019. Religious Education in English schools non-statutory guidance: DFE 2010, The Somerset SACRE “Christianity – Teacher’s guide 2019 At Parkfield we teach the AMV curriculum set out by Somerset County Council.

The recent Deep and meaningful? The religious education subject report (2024) states a superficially broad curriculum does not always provide pupils with the depth of knowledge they require for future study. In most cases, where the curriculum tried to cover many religions, like equal slices of a pie, pupils generally remembered very little. In cases where the curriculum prioritised depth of study, pupils learned much more.

Our RE lessons are intended to offer a broad and rich RE curriculum to allow for coverage of the areas prescribed; to allow for a variety of ways to explore religions, their community and personal development and wellbeing. The lessons have an intention of providing a high quality, coherent and progressive experience of the subject. Through each unit, children will know about and understand a range of religions and world views. SMSC, personal growth and community cohesion are featured throughout each strand and are there to ensure opportunities for children to develop positive attitudes and values and to reflect on and relate their learning in RE to their own experiences. The intention is to make sure that children understand the relevance of RE in today’s modern world and how it affects our lives. The recent Deep and meaningful? The religious education subject report (2024) states that the scope of religious education (RE) is vast. Through RE, pupils encounter ancient and living traditions that have shaped the world. They explore foundational texts and the way that individuals and groups live in the world, as well as the values, beliefs and ideas that bind people together. Pupils consider deep questions that have inspired human thought throughout history, and that still challenge children and adults alike today. The knowledge that they gain stretches beyond oversimplifications: it enables pupils to derive meaning from complexity.

 

Implementation

Our Religious Education programme of study begins in EYFS. Children work towards the Early Learning Goal (ELG), which is the prerequisite skills for RE within the National Curriculum. RE links with People, Culture and Communities. Children at the expected level of development will be able to describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class and explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps. There is a strong focus on the characteristics of effective learning which includes Playing and Exploring, Active Learning and Creating and Thinking Critically.

At the beginning of the reception year, we spend time getting to know the children and their families and finding out about their homelife. Throughout the foundation stage, children are introduced to the world of religion and belief through focusing on special people, places, objects, stories, music and celebrations. They learn to recognise that religion is important to some people in their local community. They reflect on what is important to themselves and others. They engage with RE through a range of resources especially stories, artefacts, pictures, posters, ICT and simple songs, dance and drama. They reflect on and share their own feelings and become aware of the feelings of others.

Each Local Authority writes its own Religious Education syllabus. This is the task of the SACRE Committee. The current Somerset syllabus, AMV 2019, can be found with exemplar lessons and supporting materials on this website. www.amvsomerset.org.uk

It provides a wealth of imaginative exemplar lessons that model best practice in a brief and consistent "page at a glance" format. It is web based with many additional guidance and resources.

At KS1 pupils look at Christianity and one other religion: Judaism. At KS2 pupils look at Christianity, Judaism, Islam and Hinduism. Within Christianity, they cover the following key concepts: Belief, Incarnation, Salvation and Agape. This syllabus reflects two key indicators of attainment. Attainment Target 1: learning about religion and Attainment Target 2: learning from religion. Throughout the programme of study schools will also include consideration of non-religious points of view.

Schools under local authority control (which includes Church of England VC schools) have a statutory responsibility to deliver the local agreed syllabus, and this requires the recommended 5% of curriculum time - roughly an hour a week.

We deliver our RE by following the exemplified schemes of work which build upon previous knowledge gained. These take the form of a key question followed by a series of supplementary questions. Pupils must be given an opportunity to consider these questions at some point in the key stage indicated and they themselves are encouraged to ask questions.  Pupils will be given the opportunity to visit different places of worship and where possible those from different faiths will come into our school to run workshops. Religious education is recorded in our class big books: Understanding Ourselves and the Wider World as it celebrates discussion and collaboration.  There is an extended writing opportunity at the end of every religious education unit of work to showcase the children’s knowledge and this is recorded in ‘My Big Book of Knowledge’.  

RE and spiritual, moral, social and cultural development

We endeavor to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.

RE provides opportunities to promote:

Spiritual development through: discussing and reflecting upon key questions of meaning and truth such as the origins of the universe, life after death, good and evil, the being of God and values such as justice, honesty and truth; learning about and reflecting upon important concepts, experiences and beliefs which are at the heart of religions and other traditions and practices; considering how beliefs and concepts in religion may be expressed through the creative and expressive arts and related to the human and natural sciences, thereby contributing to personal and communal identity; considering how religions and other world views perceive the value of human beings and their relationships with one another, with the natural world, and with God; valuing relationships and developing a sense of belonging; developing their own views and ideas on religious and spiritual issues.

Moral development through: enhancing the values identified within the curriculum, particularly valuing diversity and engaging in issues of truth, justice and trust; exploring the influences on moral choices of family, friends and the media; and how society is influenced by beliefs, teachings, sacred texts and guidance from religious leaders; considering what is of ultimate value to pupils and believers through studying the key beliefs and teachings from religion and philosophy on values and ethical codes of practice; studying a range of moral issues, including those that focus on justice, promoting racial and religious respect and the importance of personal integrity; considering the importance of rights and responsibilities and developing a sense of conscience.

Social development through: considering how religious and other beliefs lead to particular actions and concerns; investigating social issues from religious perspectives, recognising diversity of viewpoint within and between religions, as well as common ground between them; articulating their own and others’ ideas on a range of contemporary social issues.

Cultural development through: promoting cultural understanding from a religious perspective through encounters with people, literature, the creative and expressive arts and resources from differing cultures; considering the relationship between religion and cultures and how religious beliefs contribute to cultural identity and practices; promoting racial and inter-faith harmony and respect for all, combating prejudice and discrimination, contributing positively to community cohesion and promoting awareness of how inter-faith co-operation can support the pursuit of the common good; promoting inter-cultural understanding by encouraging pupils to question their own cultural pre-suppositions

Community Cohesion

A key learning outcome of this syllabus is helping pupils develop their understanding of similarities and differences within and between religions and beliefs. Pupils are encouraged to see religions not as separate, historical entities but as living, changing faiths that have important and ongoing dialogue with one another. Community cohesion is concerned with helping pupils explore three key questions: Who am I? Who are we? Where do I and we belong? National Guidance on community cohesion places considerable emphasis on the importance of understanding the place of faith and beliefs in different kinds of communities (school, local, wider, UK and global).

 

Primary

School Community

Local Community

Wider Community

Global Britain

Global Community

Religious Education

  • encourage children of different faiths and beliefs, to share their views and experiences
  • develop a range of faith and belief visitors to enrich learning in RE
  • visit local places of worship
  • invite visitors from local faith and belief communities to support both RE and Collective worship
  • explore the portrayal of religion in the local media
  • visit places of worship of national significance in the Somerset area
  • create / utilize worship trails to visit different faith communities
  • develop an understanding of the variety of faiths and beliefs in the UK
  • consider the portrayal of religion and belief in the national media
  • develop an understanding of inter faith dialogue and activity in the UK
  • explore the place and activities of religion and beliefs in other countries and how they influence cultures and lifestyles
  • reflect on the contribution of religion and beliefs to global life

Right to withdraw

The parent of a pupil at a community, foundation or voluntary school has the right to request that the pupil be excused from all or part of the RE provided. Schools should ensure that parents who want to withdraw their children from RE are aware that RE is taught in an objective way that is relevant to all pupils and respects their own personal beliefs. They should be made aware of the RE syllabus learning objectives and what is covered in the RE curriculum and should be given the opportunity to discuss this, if they wish. The school may also wish to review such a request each year, in discussion with the parents. However, the right of withdrawal does not extend to other areas of the curriculum when, as may happen on occasion, spontaneous questions on religious matters are raised by pupils or there are issues related to religion that arise in other subjects such as history or citizenship.

Cultural Capital

We understand that all children start school with different starting points. They may be part of a religion or have strong beliefs, equally they may have no knowledge of different religions. We spend time getting to know the children. We explore their knowledge and encourage and celebrate diversity and understanding of ourselves, people and communities. We wish to provide all children with both equality and equity from adaptive teaching methods so all children can learn about religion and from religion. As well as giving children opportunities to learn about different religions and faith by visiting places of worship and inviting members of different religious communities in to our school.

We are lucky enough to have our curriculum kitchen where children make foods from different cultures.

We have an annual Faith Week: During Faith Week we celebrate culture and diversity and have many representatives of faith and religion come and visit us at school, these include:

Visitors: Indian cultural dancer – we link with Hinduism and Rama and Sita.

Judaism workshop: Talks about weddings and different festivals: Shabbat & Hannukah

Christianity: Advent: Reverend Justine Woolley– Church of England: St Michael’s

In addition, we have representatives from the church carry out collective worship linked to different Christian festivals and celebrations.

Harvest: Reverend Deborah Kirk- Temple Methodist Church/ Minister James Taylor

Easter: Reverend Justine Wooley

EYFS visit a local church – St John the Evangelist, Park Street, Taunton

Year 1 – St Michael’s Church of England

Year 2 Temple Methodist Church

Year 3 visit – Bristol synagogue, Bristol Cathedral and The Bristol Hindu Temple 

Year 4 – Wyvern Mosque

SEND

In RE, teachers should use the appropriate Agreed Syllabus programmes of study to teach knowledge, understanding and skills using a variety of methods that are appropriate to the abilities of individual pupils. For some pupils it will be necessary to choose work from earlier key stages so that they are able to progress and demonstrate attainment.

How do we assess?

Assessment takes many forms, which includes both formative and summative assessments.  

  • Teachers use the Awareness, Mystery and Value 2019 agreed religious education syllabus for Somerset’s assessment goals for Key Stage 1, lower Key Stage 2 and upper Key Stage 2- it is an "Essential Core" summary of the most important beliefs of each faith. It is focused, emphasizing one key belief as the "Big idea" of each faith. It provides a clear path of progression that develops understanding of each belief from Foundation to KS3. It is content light and simple to use, allowing teachers to "slow down, do less and go deeper."
  • Teachers ensure that extended writing opportunities allow pupils to demonstrate their knowledge of some of the key assessment criteria.  
  • Other assessment criteria will be demonstrable in the ‘Understanding Ourselves and the Wider World Book’ or from pupil discussion.  
  • Teachers use precise questioning in class to test conceptual knowledge and skills.  
  • Building Religious Education Knowledge is used for teachers to understand prior learning.
  • Teachers begin each lesson with a ‘what do we remember from our last lesson?’ – which may take the form of a cumulative quiz.

 

Impact

By the end of their time at Parkfield, as religious enquirers, the children will be: 

  • Successful learners who engage in an enquiry approach where they can develop an understanding and appreciation for the expression of beliefs and cultural practices.  
  • Confident individuals who develop their sense of identity and belonging through self-awareness and reflection by developing important attitudes such as sensitivity, open-mindedness, self-esteem and appreciation of different religion and beliefs.
  • Responsible citizens who have developed both respect and sensitivity to other people’s beliefs and values; learnt about and from the contribution of religion and belief to Community Cohesion through engaging with school, local, British and global communities.

 

 

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