RE

Intent

At Walgrave Primary School RE is taught in accordance with the approved Northamptonshire Agreed Syllabus.

The overall aims of religious education are to enable learners to become:

successful learners who enjoy learning, make progress and achieve
confident individuals who can live safe, healthy and fulfilling lives
responsible citizens who make a positive contribution to society

Pupils work towards:

Attainment target 1: Learning about religion and belief
Attainment target 2: Learning from religion and belief

Values

In undertaking its statutory functions the Northamptonshire SACRE will:

value and promote cultural diversity and religious, social and racial harmony
respect and value the beliefs, views and opinions of individuals
establish effective, sensitive, respectful and positive partnerships
adopt an enquiry based approach as recommended by Ofsted, beginning with the children’s own life experience before moving into learning about and from religion.
provoke challenging questions about the meaning and purpose of life, beliefs, the self, and issues of right and wrong, commitment and belonging. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development.
encourage pupils to explore their own beliefs (religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses.
enable pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society.
teach pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice.
prompt pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.
develop a sense of awe, wonder and mystery.
nurture children’s own spiritual development.

Implementation

The following religions are studied:

Christianity, Islam, Judaism, Hinduism, Buddhism and Sikhism, along with an introduction to the Humanism worldview.

RE teaching brings together learning about and from religion, questioning and spiritual development. Teaching strategies are varied and are mindful of the need for adaptive teaching, ensuring that all children can access and participate. Each enquiry starts from the children’s own life experiences using these as a bridge into the investigation of the religion being studied. Interactive, practical activities encourage the children to discuss their ideas and extend their understanding of difficult concepts and challenging questions.

RE is taught weekly in every class as a discrete subject. British values are integral to RE teaching but are also brought into all aspects of school life, including assembly times.

Impact

The children at Walgrave Primary School enjoy learning about other religions and why people choose or choose not to follow a religion. Through their RE learning, the children are able to make links between their own lives and those of others in their community and the wider world, developing an understanding of other people’s cultures and ways of life. As such, RE is invaluable in an ever changing and shrinking world.

Learning from religion and belief - Questioning, exploring, reflecting upon and interpreting human experience in the light of religions and beliefs studied. This includes communicating reflections, responses and evaluations about questions of identity, belonging, diversity, meaning, purpose, truth, values and commitments, making increasingly insightful links to the specific religions studied.

Walgrave Primary School – RE end of phase expectations - SACRE RE

R/1

A cycle

0.1 Who are the people in sacred (special) stories and why might they be important to people today?

0.2 Why do Christians perform the nativity at Christmas?

0.3 Where do we belong and what makes it special?

Old unit

0.4 What special times do we celebrate?

Old unit

0.5 Why is Easter an important time for Christians and what special things to they do at Easter?

0.6 What is special about the world?

R/1

B cycle

1.1 How do people know how to treat each other?

1.2 What do some people say God is like? How do people that believe in God feel close to God?

1.3 Part 1: Diversity within Judaism: What do Jewish people believe and how may they live?

1.4 How can we care for the world?

1.5 Part 2: Diversity within Judaism: What do Jewish people believe and how may they live?

1.6 Why are holy books special to Christians and Jewish people?

1/2

A cycle

2.1 Part 1: Diversity within Islam: What do Muslims believe and how may they live?

2.2 Is Christmas only special to Christians where we live?

Christian and non-religious worldview

2.3 Part 2: Diversity within Islam: What do Muslims believe and how may they live?

2.4 How do festivals bring people together?

2.5 How do leaders inspire people to lead a good life?

Encounter with Jewish people (Moses), Muslims (Muhammad), non-religious worldviews

2.6 Why are holy places special to some people?

1/2

B Cycle

1.1 How do people know how to treat each other?

1.2 What do some people say God is like? How do people that believe in God feel close to God?

1.3 Part 1: Diversity within Judaism: What do Jewish people believe and how may they live?

1.4 How can we care for the world?

1.5 Part 2: Diversity within Judaism: What do Jewish people believe and how may they live?

1.6 Why are holy books special to Christians and Jewish people?

KEY STAGE 2

3.1 Diversity within Hindu Dharma: What do Hindus believe and how may they live?

3.2 How and Why are people welcomed into different communities?

3.3 Diversity within Hindu Dharma: What do Hindus believe and how may they live? (to include: What are the origins of Diwali and why is important for Hindus around the world celebrate this festival?)

3.4 Why is Jesus a special person to some religious people? How might this help people lead a good life?

Christians, encounter with non-religious worldviews, Jewish people

3.5 What do Jewish people learn about Passover? What special things might they do?

3.6 How do beliefs and ideas about land shape the way human beings live?

4.1 Part 1: What is a Humanist? What matters most to a Humanist?

4.2 What do different people do in difficult times? What impact might it have on them?

4.3 Part 2: What is a Humanist? What do they believe about leading a good life?

4.4 What do Christians learn about the incarnation of Jesus? Do all Christians agree?

4.5 What is the role and impact of the Mandir on the lives of Hindus and the local community in your area and around the world? Do Hindus experience the Mandir differently depending on the culture?

4.6 What do different people believe about the creation of the world?

5.1 What are the beliefs of people where I live? Why do people have different views?

Opportunity for pupils to take on a pupil led enquiry into a worldview not covered within curriculum

5.2 What do Muslims learn about Muhammad? How do their beliefs help Muslims lead a good life?

Unit 5.3 Is Easter a commemoration or a celebration for Christians?

5.4 What do Jewish people believe about kosher food? How does this impact Jewish people in different ways?

5.5 What are the five pillars of Islam and how do Muslims follow them in different ways?

5.6 What do different people believe about what happens when you die? How might this impact the way they behave in life?

Focus on Abrahamic faiths and non-religious worldviews

6.1 Inspirational figures: What can we learn from people to lead a good life?

Opportunity for individual/group work inquiry

6.2 What do Hindus believe about the cycle of life and death? How does it impact their lives?

6.3 Why is Jerusalem a sacred place to people who follow Abrahamic religions?

6.4 Why is it important for Muslims to fast in Ramadan? How does it impact Muslims’ lives?

6.5 Should we be able to use the natural world as we wish?

6.6 If I could design a worldview, what would its beliefs, values and practices be?

Opportunity for individual/group work inquiry