Religious Education
Intent
Our intent for religious education (RE) is to enable children to become inquisitive, resilient, respectful, and accepting individuals who can express and articulate their own ideas and insights about the diverse world that we live in. We want to ensure that our pupils aspire to become the very best individuals they can be, in order to contribute to our school, our community and the wider world in a positive way.
Implementation
Our RE curriculum provides children with enquiry opportunities to find out about, and understand, a range of religions and world views. The religions and themes studied are recurrent, allowing pupils to build on their long-term memories within the year, as well as year on year. Pupils are taught appropriate and progressive vocabulary so that they are able to consider and express their personal views and beliefs articulately and respectfully. They also understand that views and beliefs may change over time.
National approach
We follow the 2014 national curriculum. RE is delivered through a combination of weekly lessons, RE focus days, trips to religiously significant places, and by inviting visitors into school. Pupils will study up to five main world religions in Reception to Year 2, and up to six in Years 3-6, as well as exploring a range of world views.
Our curriculum also provides opportunities to learn about and explore British values (democracy, the rule of law, liberty, mutual respect and tolerance).
Key themes and concepts explored include:
• Religious texts and symbols
• Festivals and celebrations
• Beliefs and morality
• Commitment and belonging
• Rituals and pilgrimages
• Leaders and inspirational people
Themes and concepts are explored through a key question for each unit.
The RE Subject Leader leads and oversees the subject, to promote sustainable, continuous improvement by leading a regular programme of monitoring, evaluation, review and sharing of good practice. They undertake regular self-improvement and development activities, to inform subject and teacher development.
Impact
Through the design of our curriculum, our pupils will have a broad and balanced understanding and awareness of the world around them. They will acknowledge the diversity, religions and beliefs of our local community, and recognise their own value in adding to this. Children will be confident in discussing philosophical questions and know how to be respectful listeners. They will be sensitive to the views and beliefs of others, and know that religious education has an impact on the future evolution of society. They will know that they are in a community where their own thoughts, views and beliefs are valued and are safe to be shared. Halley House children will leave school with a strong sense of belonging, with the confidence and skills to make decisions, to self-evaluate, and to continue to ask important questions.
RE in Early Years Foundation Stage
During the foundation stage, children begin to explore religion in terms of special people, books, times, places and objects, and by visiting places of worship. Children listen to and talk about religious stories. They are introduced to religious vocabulary and use their senses in exploring religious beliefs, practices and forms of expression. They reflect on their own feelings and experiences; they use their imagination and curiosity to develop their appreciation of, and wonder at, the world in which they live.
It is important for young children to approach early experiences related to religious education with open attitudes and interest and to feel free to talk about the place of religious experience in their own lives. In order for this to happen, it is necessary to foster an environment where children can appreciate that everyone is of equal importance, where diversity is celebrated and where children can develop an understanding that the needs of everyone should be treated fairly and equally. Within our EYFS learning environments, cultural and religious diversity is regarded as positive and children feel that they are able to express their viewpoints and beliefs safely.
Learning themes
RE learning themes are not specified for the foundation stage and teachers may develop their own learning themes based on their topics and the children’s interests. Topics such as Me, Myself and I, Amazing Me, Amazing Places and Heroes provide children with opportunities to explore RE through special people, books, times, places, objects and stories.
Experiences and opportunities may include:
- Handling a range of religious materials and artefacts
- Using imaginative play activities that promote understanding of religious traditions and language, including the use of artefacts from different religions, where appropriate (e.g. clothes, badges, symbols, candles or toys)
- Encountering positive images of different religions through the enjoyment of stories, music, art, puppets, dance, food, visits, pictures and videos
- Meeting appropriate visitors from local religious communities
- Making visits to places of worship, to meet people, hear stories and look at artefacts
- Gaining understanding of being part of a larger community by taking part in school events and celebrations
- Participating in moments of quiet reflection and physical stillness e.g. lying under trees outside, before or after stories, watching a candle flame, listening to music.