RE

Religious Education at Boarshaw Primary School

 

General Overview

We work to the Kapow Primary Scheme of work which works together with the Agreed Scheme as set out by Rochdale LA.  It recognises the variety of religious and non-religious families from which our pupils come. We welcome and celebrate this diversity, are sensitive to the home background of each child and work to ensure that all pupils feel and are included in our RE programme. We recognise the importance of pupils’ all-round personal development and the leading role that RE plays in contributing to the spiritual, moral social and cultural elements in particular.

As Britain is a multi-cultural nation with Christianity as the main religion of the population, Christianity receives the appropriate weighting within the religious education curriculum. Due consideration within this framework is given to other world religions; Judaism, Hinduism, Muslim and Sikhism.  Respect, tolerance and understanding for the beliefs of others are promoted as part of our programme.

 

Foundation Stage

• Pupils will be able to  talk about similarities and differences between themselves and others, among  families, communities and traditions;

• Pupils will become aware about  their own cultures and beliefs and those of other people;

• They will be given opportunities to explore, observe and find out about places and objects that matter in different culture and beliefs.

 

Key Stage 1

Pupils should develop their knowledge and understanding of religions and worldviews, recognising their
local, national and global contexts. They should use basic subject specific vocabulary. They should 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.

 

Key Stage 2

Pupils should extend their knowledge and understanding of religions and worldviews, recognising their
local, national and global contexts. They should be introduced to an extended range of sources and subject
specific vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions
about religion, belief, values and human life. Pupils should learn to express their own ideas in response to
the material they engage with, identifying relevant information, selecting examples and giving reasons to
support their ideas and views.

 

Further details about how we teach RE at our school can be found in the subject policy. 

 

Foundation Stage

• children talk about similarities and differences between themselves and others, among families, communities and traditions;

• begin to know about their own cultures and beliefs and those of other people;

• explore, observe and find out about places and objects that matter in different cultures and beliefs.

 

KS1

A1. Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them.

A2. Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the traditions from which they come.

A3. Recognise some different symbols and actions which express a community’s way of life, appreciating some similarities between communities.

B1. Ask and respond to questions about what individuals and communities do, and why, so that pupils can identify what difference belonging to a community might make.

B2. Observe and recount different ways of expressing identity and belonging, responding sensitively for themselves.

B3. Notice and respond sensitively to some similarities between different religions and worldviews.

C1. Explore questions about belonging, meaning and truth so that they can express their own ideas and opinions in response using words, music, art or poetry. Pupils work in groups to use art, music and poetry to respond to ideas about God from different religions and worldviews, expressing ideas of their own and commenting on some ideas of others

C2. Find out about and respond with ideas to examples of co-operation between people who are different.

C3. Find out about questions of right and wrong and begin to express their ideas and opinions in response.

 

KS2

A1.Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their significance.

A2. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities.

A3. Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning.

B1. Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities.

B2. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives.

B3. Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences within and between different religions and worldviews.

C1. Discuss and present thoughtfully their own and others’ views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own in different forms including (e.g.) reasoning, music, art and poetry

C2. Consider and apply ideas about ways in which diverse communities can live together for the well-being of all, responding thoughtfully to ideas about community, values and respect.

C3. Discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response.