The Purpose Of Religious Education (R.E)
Our vision for R.E is based on the national guidance issued by the R.E Council in 2013 and the Leeds Syllabus for Religious Education 2015 – 2020.
Religious education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. Our world is enriched by a wide and profound diversity of cultures and beliefs. We as human beings are strengthened and empowered by learning from each other. Engaging and stimulating religious education helps to nurture informed and resilient responses to misunderstanding, stereotyping and division. It offers a place of integrity and security within which difficult or ‘risky’ questions can be tackled within a safe but challenging context.
In R.E pupils discover, explore and consider different answers to these questions, in local, national and global contexts, through learning about and from religions and other world views. They learn to appraise the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.
Teaching should equip pupils with knowledge and understanding of a range of religions and other world views, enabling them to develop their ideas, values and identities. It should develop in pupils an aptitude for dialogue so that they can participate positively in society with its diverse understanding of life from religious and other world views.
Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
In school, the curriculum is based on the Local Agreed Syllabus for RE in Calderdale , Kirklees and Leeds , September 2019.
The syllabus has three aims for pupils:
1. To investigate the beliefs and practices of religions and other world views;
2. To investigate how religions and other world views address questions of meaning, purpose and value;
3. To investigate how religions and other world views influence morality, identity and diversity.
The syllabus requires schools to focus o specific core religions at each key stage: Christianity and Islam from KS1, adding Sikhism and Judaism at KS2 and then Buddhism and Hinduism at KS3. In addition, other (non-religious) world views must be included as part of the curriculum at each key stage.
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 - Why do we celebrate special events?
3 – What does it mean to belong to a church or a mosque?
4 – 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 new 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 non-religious approaches
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 - 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?
3 – Why are Gurus at the heart of Sikh belief and practice?
Year 5 - Units of work
1 – Why are some places and journeys special?
2 – What values are shown in codes for living?
3 – Should should we forgive others?
4 - What do Christians believe about the old and new covenant?
Year 6 - Units of work
1 – What 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?
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
• 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.
Displays around school
Work from RE books from different classes
Information and website links for parents 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 Story
A shawl, needed for an upcoming baptism, is nowhere to be found,
but the expectant family cat may have the answer.
A Christian Baptism
A family is shown preparing food for a baptism celebration, with the narration provided by the baby's older brother. In the church, the vicar explains that when
the baby is baptised, he becomes part of God's family and can listen to stories about Jesus in the Bible. The vicar also explains that baptism is a new beginning and
the sign of the cross shows that the baby is special to God.
A Christian Baptism
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