Padbury C of E School

Religious Education Policy

We are a Church of England School practising Christian beliefs and attitudes having within the parish close links with the Church and participating in caring activities.

Religious Education is the opportunity to explore the beliefs, values and attitudes that guide us in life though the exploration of the beliefs, values, practises and ways of life in the principal religions.

LEGAL REQUIREMENTS

Religious Education forms part of the statutory Basic Curriculum, along with the National Curriculum. It is an entitlement of all registered pupils in a maintained school, unless they are withdrawn by their parent. The Religious Education in our school is governed by the Buckinghamshire Agreed Syllabus for Religious Education.

RELIGIOUS EDUCATION- Content

At Key Stage 1 “Pupils should study Christianity plus one other religion in depth”. The Agreed Syllabus recommends Christianity/Judaism

At Key Stage 2 “Pupils should study Christianity plus two other religions in depth”. The Agreed Syllabus recommends Christianity/Judaism/Islam

AIMS FOR RELIGIOUS EDUCATION

  1. To understand the nature, role and influence of religion in the world.
  2. To pursue personal quest for meaning, purpose and value.
  3. To formulate reasoned opinion/argument.
  4. To promote understanding of respect for different beliefs and lifestyles.

These are then developed in the following ways, which are steps to achieve the aims.

  1. To understand the nature, role and influence of religion in the world by;
  • Developing knowledge and understanding of Christianity and other faiths in the world.
  • Exploring similarities and differences between and within religions.
  • Understanding what it means to belong to a religious community and the influence religious faith has on individuals and communities
  • Perceiving the way religious teaching and practice relate to the ultimate questions
  • Reflecting on the benefits and challenges of living in a multi faith and diverse society.
  • Developing the ability to analyse and think critically about religious and other beliefs and practises and different interpretations of these.

2.To pursue personal quest for meaning, purpose and value by;

  • Reflecting on personal and universal human experience and emotion.
  • Raising and exploring the ultimate questions which arise from these.
  • Exploring different religions and non-religious responses to these.
  • Developing personal responses to ultimate questions in the light of the above
  • Reflecting on their own and others responses to ultimate questions.

3.To formulate reasoned opinion/argument by;

  • Gaining the necessary knowledge and understanding to be able to give informed opinions.
  • Developing the ability to see things from other people’s perspective.
  • Appreciating the influence of beliefs on attitudes and behaviour.
  • Developing skills of questioning, interpretation, reasoning and justification to build an argument.
  • Developing the ability to analyse strengths and weaknesses in arguments.

In achieving these three aims pupils will develop understanding of and respect for beliefs, lifestyles and cultures that are different from their own.

METHODS OF TEACHING RELIGIOUS EDUCATION

Religious Education is taught in mixed aged class groups, where all children are treated as individual learners. Much of the Religious Education is taught through class discussions/or group/individual discussions. Some recording in a written or pictorial form will sometimes take place at an appropriate level for the child’s development.

We also have some religious artefacts and books which can be used to develop the children’s knowledge. The children also have access to the internet, our VLE site and Espresso computer software for further research.

We visit the Church on a regular basis and our Vicar supports RE sessions in school. We welcome visitors from other faiths represented in our community.

ORGANISATION AND MANAGEMENT

Religious Education is taught within the classroom environment using the Bucks Agreed Syllabus. We have a two year rolling programme to cover all the units in each Key Stage.

See Appendix 1.

The RE curriculum is reviewed regularly as part of our curriculum review cycle.

EQUAL OPPORTUNITIES

At Padbury CofE School we are committed to a policy of equal opportunities for all pupils. R.E is an entitlement for all pupils regardless of their own particular belief or lack of belief.

ASSESSMENT, RECORDING AND REPORTING

Assessment is a statutory requirement of the Agreed Syllabus.Assessment of RE at Padbury CE School is based on the teachers best professional judgement.

It is a legal requirement that a written report of progress in Religious Education be issued for each pupil annually.Teachers are responsible for maintaining the assessment sheets which are reviewed regularly with the headteacher on a termly basis as part of work scrutiny.

RIGHT OF WITHDRAWAL

Under the 1944 and 1988 Acts, parents have a right to withdraw their children from assemblies; parents who wish to do so are encouraged to discuss this with the school.

SPIRITUAL, MORAL AND CULTURAL DEVELOPMENT OF PUPILS

Through its aims, skills, attitudes and concepts in a full and positive way to these areas of a pupils personal development.

Reviewed by Staff and Governors Spring Term 2016Page 1

Rolling Programme for RE

RE / Cycle a / Cycle b
Reception
Christianity / Autumn: Celebrations (focus on Baptism, Birthdays and Christmas/The Nativity)
Spring: Special People (People who love us/God loves us) and Special Things; Easter
Summer: What can we learn about God from Bible stories? What we can learn from the stories Jesus told?
Festivals – Rosh Hashanah Yom Kippur, Chinese New Year, Diwali, Shrove Tuesday, Easter
Years
1 and 2
Christianity and Judaism / Autumn: Can stories change people?
Who do I believe I am?
What can I learn from stories from religious traditions?
Spring: Do we need shared special places?
Does it feel special to belong?
Is Easter important for the Church?
Are religious celebrations important to people?
Is God important to everyone?
Summer: Should you wear religious symbols?
Are symbols better than words at expressing religious beliefs?
Why is the cross an important symbol? / Autumn: Should we celebrate Harvest or Christmas?
Are religious celebrations important to people?Is God important to everyone?
Spring: How should people care for the world?
Does the world belong to God?
Should people take care of the world?
Summer: Who should you follow?
Should people follow religious leaders and teachers?
Focus of Rev. Ros
Years
3 and 4
Christianity, Judaism, Hinduism and Islam / Autumn: Do religious beliefs influence the way people live?
Is religion the most important influence and inspiration in everyone’s life?
Do all religious beliefs influence people to behave well towards others?
Spring: Is a holy journey necessary for believers?
Is religion the most important influence and inspiration in everyone’s life?
Does participating in worship help people feel closer to God or their faith community?
Summer: Is Jesus important?
Leaders and prophets / Autumn: Life is a journey. What happens along the way?
Rites of passage
Spring: Religions in the Community.
What does belief look like in our community?
Summer: Is light a good symbol for celebration?
Is religion the most important thing in everyone’s life?
Years
5 and 6
Christianity, Hinduism and Islam / Autumn: Does prayer make a difference?
Spring: Is water important in religion?
Summer: What are angels? / Autumn: Do you want to be remembered?
Was the death of Jesus a worthwhile sacrifice?
Should religious people be sad when someone dies?
Is religion the most important influence and inspiration in everyone’s life?
Spring: How is religion expressed through the arts?
Can the arts help communicate religious belief?
Summer: Does religion help people decide what is best for our world?
Do religious people lead better lives?
Is it possible to hold religious beliefs without trying to make the world a better place?

Reviewed by Staff and Governors Spring Term 2016Page 1