Subject Leader Vision and Intent Document for Religious Education

 

Whole School Vision

Our vision, as a spacious rural village primary school and nursery, is to provide a welcoming, nurturing and stimulating learning environment with rich opportunities, underpinned by key values of courage, kindness and responsibility.  Our energetic and passionate staff team, creating positive relationships with families and the wider community, will ensure that children grow and thrive as confident, happy, collaborative individuals, committed and motivated to make good choices in life and learning.

 

Intent for RE

We follow The Buckinghamshire Agreed Syllabus for Religious Education where ‘RE should be academically, personally, spiritually, morally and socially challenging for us all’. 

We challenge pupils to think and provide opportunities to reflect.

Children have the opportunity to examine their own beliefs whilst considering the teachings and practices of other principal religions represented in Great Britain. 

They will develop an understanding of values and traditions from our local and wider community,  other societies, cultures, and other faiths and non-religious world views. 

Children are encouraged to show tolerance in developing positive attitudes and respect towards others that hold different views and beliefs to their own hence embedding our values of courage, kindness and responsibility.

 

Implementation

EYFS:

In order to meet the Early Learning Goals (ELG) and the requirements of the Buckinghamshire Agreed Syllabus, Reception classes should include specific planned activities (e.g. on festivals, special places) for developing children’s knowledge and understanding of religious beliefs (e.g. through circle time, show and tell and story-time, as well as unplanned, child-initiated opportunities and every day routines).

KS1:

Pupils explore Christianity as a main religion and Judaism as one other principle religion. We take into consideration the beliefs and non religious beliefs of all children and families in our class and wider community to make them more specific to our children. The children are encouraged to raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas.

As laid out in the Buckinghamshire agreed Syllabus, Children will: 

Knowledge and understanding

For Christianity and the other main faith, children will learn:

  •       What people believe about God, humanity and the natural world;
  •       How and why some stories are sacred and important in religion;
  •       The main celebrations and how and why these are important;
  •       How and why symbols express religious meaning;
  •       Figures who have an influence on others locally, nationally and globally in religion;
  •       Where and how people belong and why belonging is important. 

In exploring these aspects of the religions, the children will also reflect on:

  •       Their own sense of who they are and their uniqueness as a person in a family and community;
  •       What they believe, why what they think is important and how these influence their day-to-day lives.

 

KS2

Pupils explore Christianity as a main religion and Hinduism and Islam as other principle religions. We take into consideration the beliefs and non religious beliefs of all children and families in our class and wider community to make them more specific to our children. The children are encouraged to raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas.

As laid out in the Buckinghamshire agreed Syllabus, Children will:

Knowledge, skills and understanding

Pupils should be taught to:

  •     Describe the key aspects of religions and beliefs, especially the people, stories and traditions that influence the beliefs and values of others, and reflect on what it means to belong to a faith community;
  •   Describe the variety of practices and ways of life that stem from beliefs and show understanding of the challenges involved in committing to a faith or belief in the modern world;
  • Identify and begin to describe the similarities and differences within and between religions, discussing different views of religious truth and belief;
  • Investigate the significance of religion and belief in the local, national and global communities and what inspires us to live better lives;
  • Consider the meaning of a range of forms of religious expression, understand why they are important in religion and reflect on the significance of experiences that are difficult to put into words;
  • Describe and begin to understand religious and other responses to ultimate and ethical questions, reflecting on ideas of right and wrong and their own and others’ responses to them;
  • Use specialist vocabulary in communicating their knowledge and understanding;

  • Use and interpret information about religions and beliefs from a range of sources, considering the positive and negative influence they can have on individuals and communities. 

In exploring these aspects of the religions, the children will also reflect on:

  • Their own sense of who they are and their uniqueness as a person in a family, community and world;
  • What they believe, what they think is important and how these influence their day-to-day lives.

 

For pupils with special educational needs, RE provision will be modified according to their own situation, thus meeting the needs of the children.

For Pupil Premium children, the subject matter of RE may raise sensitive issues. To promote positive mental wellbeing, teachers are aware of and are sensitive to the background and personal circumstances of their pupils.

 

Impact

Staff ensure children are committed and motivated to make good choices in life and learning.  Planned progression is built into the Agreed Buckinghamshire Syllabus and ensures that the children are increasingly challenged as they move through the school. Teachers make ongoing informal assessments to inform planning and support differentiation of activities or questions asked. 

Progress in RE will be through: Obtaining a wider and more detailed knowledge of religious beliefs and practices; acquiring an understanding of the meaning of stories, symbols, events and practices; Using a more fluent and competent use of religious language and terminology; and Increased levels in skills of responding to questions of identity, values, meaning and  purpose.

Children’s learning in RE is recorded in RE books in school. This may include work from a lesson, reflections, photographs, visits, speakers, displays or practical activities. 

 

Further Information

We follow the Buckinghamshire Agreed Syllabus for Religious Education. More information can be found on the following link: https://schoolsweb.buckscc.gov.uk/media/5418/agreed-syllabus-online-version-2016.pdf

 

Festival Calendars

Have a look at some upcoming festivals and celebrations

 

Exploring Further

If you would like to find out more about different faiths and/or Religious Education, the following links may be useful: