At Alwoodley our intent is to make learning meaningful and memorable. In terms of the Religious Education Curriculum, it will develop children's skills of; enquiry, reasoned argument and reflection.
In our diverse society, children are enriched by the diversity of cultures and beliefs and need more than ever before, to understand other peoples beliefs, culture and traditions. Therefore, Religious Education makes a major contribution to children's intellectual, social and emotional development.
In school we follow the national guidance issued by the R.E Council (2013) for teaching Religious Education (R.E) and we use the Leeds Syllabus 'Believing and Belonging'. Religious Education contributes to children's education by provoking challenging questions about; the meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. Engaging and stimulation lessons help to nurture; informed and resilient responses to misunderstanding, stereotyping and division.
The classroom offers a place of security within which difficult and risky questions can be tackled within a safe context. They learn to appraise the value of wisdom from different sources and to express their insights in response and to agree or disagree respectfully. Teaching will equip pupils with knowledge and understanding of a range of religions and world views which will enable them to develop their ideas, values and identities.
In R.E. pupils , discover, explore, and consider different answers to questions, in local, national and global contexts. They do this through learning about and learning from religions and other world views. They learn to articulate clearly their personal beliefs, ideas, values and experiences, whilst respecting the rights of others to differ.
In school we follow the Leeds Agreed Syllabus for R.E. The syllabus requires schools to focus on specific core religions at each Key Stage:
Christianity and Islam from KS1, adding Sikhism and Judaism. In addition, other non-religious world views must be included as part of the curriculum at each key stage. (For example Humanist Beliefs.) Buddhism and Hinduism are taught in KS3 , at High School.
To support delivery of the syllabus, we encourage and promote teaching and learning through using ‘Philosophy For Children’ (P4C), also known as a 'Community of Enquiry'. This is a useful way of engaging pupils in their own learning and developing their critical and dialogical skills.
The RE syllabus units covered by each year group are outlined below;
Christianity, Islam and non-religious approaches
1 - Where do we live and who lives there?
2 - How do Christians celebrate Christmas?
3 – What makes a good helper?
4 – What can we see in our wonderful world?
5 - Who and what are special to us?
Key Stage One
Christianity, Islam and non-religious approaches
Year 1 - Units of work
1 - Which books and stories are special?
2 - How do we celebrate special events?
3 – What does it mean to belong to a church or a mosque?
4 – How and why do we care for others?
5 - Who brought messages about God and what did they say?
Year 2 - Units of work
1 - How is life welcomed?
2 – How can we make good choices?
3 – How and why do people pray?
4 – How can we look after the planet?
5 - What did Jesus teach and how did he live?
Key Stage Two
Christianity, Islam and extends to include; Judaism and Sikhism and
Year 3 - Units of work
1 – How do Jews remember God's covenant with Abraham and Moses?
2 – What is Spirituality and how do people experience this?
3 – What do Christians believe about a good life?
4 – What do the creation stories tell us?
Additional Unit - 5 - Who can inspire us?
Year 4 - Units of work
1 - How are important events remembered?
2 – What faiths are shared in our community?
3 - How do the Five Pillars guide Muslims?
4 – Why are Gurus at the heart of Sikh belief and practice?
Year 5 - Units of work
1 – Why are some journeys and places special?
2 – What values are shown in codes for living?
3 – Should we forgive others?
4 - What do Christians believe about the old and new covenant?
Year 6 - Units of work
1 – How do Sikh's show commitment?
2 – What do Christians believe about Jesus' death and resurrection?
3 - How does growing up bring responsibilities?
4 – How do Jews remember the Kings and Prophets in worship and life?
Teachers assess the pupils; skills, knowledge and understanding each term using the following:
Super 6 Questions
Regular feedback each lesson
Information and website links below;
Judaism - Meet a Jewish Family
A child introduces her home and family and describes some of the
artefacts and traditions of a Jewish family home.
Judaism - An introduction to Shabbat
A family show us how they prepare for Shabbat, or sabbath, as well as telling us why it is special and different from other times of the week. Starting on Friday evening and ending on Saturday evening, Shabbat means a day of rest, so any work needs to be done in advance of the day. This includes food preparation and cleaning, and it also means that homework is not allowed.
Judaism - The Story of the Passover
Preparations for the Passover Seder table. Jewish Passover traditions are described and the story of the Jews enslavement in Egypt, and the ten plagues during the time of Moses, is told in a short animated film. The significance
of the foods on the Seder Plate is also discussed.
The Sikh's Five K's
A Sikh girl introduces her family and explains the significance of each of the five Ks - the five articles of faith that
Khalsa Sikhs wear at all times.
Islam Wudu - Washing and preparation for prayer
Muslim children show how they prepare for prayer by washing in a special way. They explain that this is called Wudu and show how to carry it out. The footage also shows Muslims praying together before meeting with others to pray at the mosque to celebrate Eid al-Fitr
A Christian Baptism
Part 1 and 2
Baby Jamie is being baptised in a church. Jamie's older brother explains that the parents and godparents make a promise to help Jamie grow up to be a Christian. The vicar pours water from the font over Jamie's head. He says Jamie's full name and makes the sign of the cross. A candle is lit to symbolise Jamie shining like a light.
The Christian Parable of 'The Good Samaritan'
The story of the Good Samaritan, as told by Jesus in one of the gospels of the New Testament. A traveller is beaten up and robbed, and left for dead along the road. A priest comes by, but deliberately avoids the man. A lawyer also comes by but he too avoids the injured. Finally, a Samaritan comes by, and he helps the injured man, in an act of mercy and compassion.
Definition of a Humanist
Humanist Baby Naming CelebrationNaming ceremonies are relatively new and increasingly popular. They are organised by the many parents who know that they want to mark their child’s arrival but who want to do so in a way that isn’t religious.
A typical naming ceremony might include readings or poems, parental promises to their child, the appointment of ‘guideparents’ and perhaps a symbolic action such as planting a tree, signing a certificate or writing in a wish book.
Humanist Wedding Celebration
A humanist, non-religious wedding ceremony gives you the opportunity to marry where you want, when you want, and how you want. There’s no set script: it’s too personal an occasion for that. Instead, each wedding is tailored to you. You can set the tone that’s right for you and choose your own words and music.
Humanist weddings are perfect for couples who would like:
Humanist Funeral Celebration
Each humanist (non-religious) funeral ceremony is unique and created to mark the life of the particular person that has died and the wishes of those who are remembering them. This means there is no set script.
SMSC in Religious Education (R.E )
SMSC stands for; spiritual, moral, social and cultural development.
The Spiritual aspect of SMSC is embedded in our lessons, with pupils often being given opportunity to reflect on how the things they have learnt can affect and influences their own lives.
Pupils’ spiritual development is shown by their:
• Beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feeling and values
• Sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
• Use of imagination and creativity in their learning
• Willingness to reflect on their experiences.
The moral aspect of SMSC asks pupils to consider the moral issues of the topics that are being addressed, such as the role of humans and the environment.
Pupils’ moral development in shown by their:
• Ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
• Understanding of the consequences of their actions
• Interest in investigating, and offered reasoned views about, moral and ethical issues.
Within Religious Education pupils are given the opportunity to develop their social skills through debate, speaking and listening, group work and using a variety of modern media. We also reflect on issues of community cohesion and the affect religion has on individuals.
Pupils’ social development is shown by their:
• Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds.
• Willingness to participate in a variety of social settings, cooperating will with others and being able to resolve conflicts effectively.
• Interest in and understanding of, the way communities and societies function at a variety of levels.
Religion, Morality and Social skills are underpinned by the culture we live in. Within Religious Studies we look at issues of how religious beliefs affects the culture we live in. We also review world faiths and show the importance of the influence of culture and religion often go hand in hand throughout the world.
Pupils’ cultural development is shown by their:
• Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
• Willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
• Interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.