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More than a school

R.E

Purpose of the Curriculum

(What will a high quality R.E education do for our children?)

  • Generate a natural curiosity for the meaning and purpose of life.
  • Equip pupils with knowledge of god whilst creating understanding of world religions and harbour a degree of respect and tolerance towards all religions, beliefs and traditions.
  • To offer opportunities for personal reflection and spiritual development not only with R.E but in all areas of life.
  • To understand right and wrong.
  • To enhance pupils’ awareness of different religious teaching, practices and forms of expression. 

Aim of the Curriculum

(What does the R.E curriculum aim to ensure all pupils know or can do?)

  • Appreciate the distinctive nature of religion within human experience (regular visits to places of worship each year) and develop a personal sense of meaning in life.
  • Appreciate the way in which religious beliefs shape life and how these beliefs contribute to personal morality and social responsibility.
  • Develop a knowledge and understanding of the other principal religions found in the United Kingdom and their associated ways of living.
  • Have respect for all people and their right to hold, or not to hold, religious beliefs.
  • To understand and apply 5 main objectives: concepts, knowledge, attitudes, skills and human experience. 

Key Stage 1 Curriculum Overview 

Curriculum governed by 5 main objectives :

CONCEPTS  -Pupils should:

  • be able to talk about God and about specific ways in which people show their belief in God;
  • be able to explore the difference between right and wrong and understand the importance of forgiveness;
  • be able to identify some religious symbols and begin to suggest meanings.

KNOWLEDGE - Pupils should:

  • be able to re-tell some religious stories;
  • be able to identify some specific religious festivals, practices and symbols;
  • be able to name or talk about some religious people.

ATTITUDES- Pupils should:

  • begin to value themselves, others and the world in which they live, recognising that they have responsibilities;
    - be able to raise questions which show that they are developing an enquiring approach to life.

SKILLS- Pupils should:

  • be able to use a number of religious words;
  • be able to find simple information about religion and be aware that ideas are communicated in a variety of ways;
  • have begun to reflect upon their own experiences and those of others and express their own thoughts

HUMAN EXPERIENCE- Pupils should:

  • be able to recognise that people have a variety of life experiences;
    - be able to recognise a range of emotions in themselves and others.

Key Stage 2 Curriculum Overview 

CONCEPTS  -Pupils should:

  • be able to talk about God and identify the influence of religion in the lives of believers;
  • be able to discuss moral questions;
  • be able to understand and discuss the significance of symbols.

KNOWLEDGE – Pupils should:

  • be able to retell a range of religious stories and identify their sources;
  • know some elements of religions and moral teachings;
  • be able to describe a number of people of faith;
  • be able to describe a number of religious festivals, practices and symbols.

ATTITUDES - Pupils should:

  • be able to show how they value themselves, others and the world around them and explain their responsibilities;
  • be able to show they are developing an enquiring approach to life by raising deeper questions.

SKILLS - Pupils should:

  • be able to understand and use a growing religious vocabulary;
  • be able to investigate using a variety of sources and to recognise the importance of literature as a form of religious expression;
  • be able to reflect upon their own experience and that of others and to express their own thoughts with confidence

HUMAN EXPERIENCE- Pupils should:

  • be able to respond sensitively to their own and others' life experiences;
  • be able to recognise the range of emotions in themselves and others and begin to understand their causes.

Key Stage 1 Objectives 

CONCEPTS  -

  • Concept of God:  about the words and images that some believers use to talk about God and to explore their own ideas of what God might be like;
  • Belief:  about the importance of religion to believers.
  • Morality: the difference between right and wrong;
  • Forgiveness: about the need to give and receive forgiveness.
  • Symbols:  about the significance of certain symbols.

ATTITUDES-

  • Respect and Self Respect:  to value themselves and others as unique human beings;
  • Integrity:  to be honest about their feelings and actions;
  • Social Awareness:  to care for each other;
  • Social Responsibility:  to develop an awareness of their own capacity to help others;
  • Forgiveness:  to appreciate the need to give and receive forgiveness;
  • Sensitivity:  to recognise the importance of others’ feelings;
  • Tolerance:  to develop a respect for people and their beliefs;
  • Ecological Responsibility:  to respect and care for their natural world;
  • Enquiry:  to be curious and encouraged to ask their own questions

HUMAN EXPERIENCE-

  • Emotions:  to recognise a range of emotions;
  • Daily Experiences: to consider their own feelings and those of others in relation to life experiences
  • Fundamental Questions:  to be curious;
  • Morality:  to be aware that people are not all treated equally.
  • Relationships:  to become aware of a sense of self and to develop relationships with others
  • Spirituality:  to respond in awe and wonder to their experiences of life;

SKILLS-

  • Language:  to recognise that religion has a language of its own and to begin to use religious words.
  • Use of Language:  to begin to recognise and explore different kinds of writing, eg: religious narrative, psalms;
  • Use of Sources:  to use a variety of sources providing information about religion.
  • Creative Arts: to begin to recognise the use of the creative arts in expressing religious ideas.
  • Reflection:  to think about their own experiences and consider those of others;
  • Empathy:  to enter imaginatively into the experience of others;
  • Self Expression:  to begin to express feelings, opinions and beliefs in a variety of ways

KNOWLEDGE –

  • Sacred Writings: some religious stories, including selected stories from the Old and New Testaments of the Bible.
  • Prayer:  about some of the ways in which people pray, including The Lord’s Prayer;
  • Worship:  about the ways in which people worship in the local community;
  • Celebration:  about some religious festivals and celebrations including family ceremonies;
  • Symbols:  about some religious symbols, including the Cross.
  • Faith: about people whose faith in God makes them special.

Key Stage 2 OBJECTIVES 

CONCEPTS  -

  • Concept of God:  about the variety of ways in which religious people express their concepts of God and to explore their own ideas of what God might be like;
  • Belief:  about the influence of religion on the lives of believers;
  • The Spiritual Dimension:  to appreciate that there is a spiritual dimension to life;
  • Commitment:  why some people commit themselves to God and respond in prayer, worship and service.
  • Morality:  about the nature of moral dilemmas;
  • Forgiveness: about the nature of forgiveness and its potential for resolving conflict.
  • Symbols:  about the meaning of a range of symbols.

ATTITUDES-

  • Respect and Self Respect:  to value themselves, give due worth to other people, appreciating that relationships involve response and responsibility;
  • Integrity:  to value truth and be open about their feelings, attitudes and actions;
  • Social Awareness:  to be aware of the needs of others;
  • Social Responsibility:  to develop an awareness of their own capacity to contribute to the well-being of others in their family, school and community;
  • Forgiveness:  to appreciate the need to give and receive forgiveness;
  • Sensitivity:  to recognise the importance of others’ religious beliefs, practices and institutions;
  • Tolerance:  to respect religion as an important element in human experience;
  • Ecological Responsibility: to wonder at and to respect the environment and to be aware of the need to conserve it.
  • Enquiry:  to develop an enquiring approach to life and encouraged to ask their own questions.

HUMAN EXPERIENCE-

  • Emotions:  to explain their emotions and the causes;
  • Daily Experiences:  to explore their own and others’ everyday experiences;
  • Fundamental Questions:  to raise and discuss questions of life and death;
  • Relationships:  to appreciate that relationships involve responsibility and sensitivity;
  • Morality:  to explore issues of equality and to relate them to their own experience
  • Spirituality:  to be open to the mystery of life and the possibility of transcending the physical and the immediate

SKILLS-

  • Reflection:  to reflect on their own and others’ life experiences;
  • Empathy:  to grow in understanding of the experience of others;
  • Self-Expression:  to pose questions and express their own ideas with confidence.
  • Use of Language:  to explore a variety of religious literature, recognising varieties of form and purpose, eg: legend, myth, parable and allegory;
  • Use of Sources:  to develop the ability to use a variety of primary and secondary sources;
  • Creative Arts:  to recognise the use of the creative arts in expressing religious ideas.
  • Language:  to develop the ability to use and understand the language of religion, including metaphor.

KNOWLEDGE -

  • Teaching and Authority:  about significant elements of religious teachings, for example the Christian creed; The Buddhist Eight Fold Path.
  • Morality:  about the moral principles by which believers live, for example the Ten Commandments, the Sermon on the Mount, the Buddhist Five Precepts.
  • Faith:  about the effect of faith on the lifestyles of ordinary people;
  • People of Faith:  about the lives of outstanding people of faith, including founders, and the actions of such people as expressions of faith.
  • Prayer:  about the reasons for and the importance of prayer to believers; including The Lord’s Prayer;
  • Worship:  about the places of worship of religious groups in the local and wider community;
  • Celebration:  about the meanings of a range of religious festivals and celebrations including family ceremonies;
  • Symbolism:  about the meaning of religious symbols
  • Sacred Writings:  about the structure and content of the Bible, a range of material from it and a variety of other sacred writings;
  • The Importance of Sacred Writing: about the respect given to holy books by believers.

Knowledge or Skills relevant to our school

Key Stage 1

  • Language:  to recognise that religion has a language of its own and to begin to use religious words.
  • Use of Language:  to begin to recognise and explore different kinds of writing, eg: religious narrative, psalms;
  • Use of Sources:  to use a variety of sources providing
  • Sensitivity:  to recognise the importance of others’ feelings;
  • Tolerance:  to develop a respect for people and their beliefs;
  • information about religion.
  • Creative Arts: to begin to recognise the use of the creative arts in expressing religious ideas.
  • Respect and Self Respect:  to value themselves and others as unique human beings;

Knowledge or Skills relevant to our school

Key Stage 2

  • Creative Arts:  to recognise the use of the creative arts in expressing religious ideas.
  • Language:  to develop the ability to use and understand the language of religion, including metaphor.
  • Reflection:  to reflect on their own and others’ life experiences;
  • Empathy:  to grow in understanding of the experience of others;
  • Self-Expression:  to pose questions and express their own ideas with confidence.
  • Emotions:  to explain their emotions and the causes;
  • Daily Experiences:  to explore their own and others’ everyday experiences;
  • Fundamental Questions:  to raise and discuss questions of life and death;
  • Respect and Self Respect:  to value themselves, give due worth to other people, appreciating that relationships involve response and responsibility;
  • Relationships:  to appreciate that relationships involve responsibility and sensitivity;
  • Forgiveness:  to appreciate the need to give and receive forgiveness;
  • Sensitivity:  to recognise the importance of others’ religious beliefs, practices and institutions;
  • Tolerance:  to respect religion as an important element in human experience;