Religious Education
Intent
Religious education aims to help pupils to:
- be inquisitive and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain;
- develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures;
- develop a positive attitude towards other people, respecting their right to hold different beliefs from their own and towards living in a society of diverse religions and communicate their own beliefs;
- develop the ability to make independent, reasoned and informed judgements about religious and moral issues;
- enhance their spiritual, moral, social and cultural development;
The purpose of religious education does not include any attempt to alter a child’s beliefs. Indeed, reflecting the inclusive ethos of the school our religious education programme is designed not ‘to convert pupils or urge a particular religion or religious belief on pupils’
implementation
The religious education curriculum is based on two key aspects of learning laid down in the locally agreed syllabus:
- Learning about religion
- Learning from religion
Teachers will use these strands when planning their lessons. As suggested in the aims of the subject, all pupils will learn about Christianity and other world faiths in a course in which Christianity will clearly predominate. They will explore these in relation to a number of key questions in each key stage:
FS1/2
- What makes people special?
- What is Christmas?
- How do people celebrate?
- What is Easter?
- What can we learn from stories?
- What makes places special?
Key Stage One
- Does God want Christians to look after the world?
- What gifts might Christians In my town have given Jesus if he had been born here rather than in Bethlehem?
- Was it always easy for Jesus to show friendship?
- Why was Jesus welcomed like a king or celebrity by the crowds on Palm Sunday?
- Is Shabbat important to Jewish children?
- Are Rosh Hashanah and Yom Kippur important to Jewish children?
- Is it possible to be kind to everyone all of the time?
- Why do Christians believe God gave Jesus to the world?
- How important is it for Jewish people to do what God asks them to do?
- How important is it to Christians that Jesus came back to life after His crucifixion?
- How special is the relationship Jews have with God?
- What is the best way for a Jew to show commitment to God?
Key Stage Two
- Does joining the Khalsa make a person a better Sikh?
- Has Christmas lost its true meaning?
- Could Jesus heal people? Were these miracles or is there some other explanation?
- What is ‘good’ about Good Friday?
- Do Sikhs think it is important to share?
- What is the best way for a Sikh to show commitment to God?
- How special is the relationship Jews have with God?
- What is the most significant part of the nativity story for Christians today?
- Is forgiveness always possible for Christians?
- How important is it for Jewish people to do what God asks them to do?
- What is the best way for a Jew to show commitment to God?
- Do people need to go to church to show they are Christians?
- What is the best way for a Hindu to show commitment to God?
- Is the Christmas story true?
- How can Brahman be everywhere and in everything?
- How significant is it for Christians to believe God intended Jesus to die?
- What is the best way for a Christian to show commitment to God?
- Do beliefs in Karma, Samsara and Moksha help Hindus lead good lives?
- What is the best way for a Muslim to show commitment to God?
- How significant is it that Mary was Jesus’ mother?
- Is anything ever eternal?
- Is Christianity still a strong religion 2000 years after Jesus was on Earth?
- Does belief in Akhirah (life after death) help Muslims lead good lives?
Learning will be organised to encourage the development of attitudes required by the locally agreed syllabus: self-awareness, respect for all, open-mindedness, appreciation and wonder.
A variety of resources, styles, and techniques will be used as appropriate. Students will engage in activities which will also enable teachers to assess what they have learnt. Records kept will include information of pupils’ experiences and judgements about their levels of attainment and progress.
For more information, see the documents below.
