Woodside Primary
RELIGIOUS EDUCATION POLICY
Religious Education is provided as part of the basic curriculum for all pupils. The teaching will be in accordance with the guidelines laid down by the Hertfordshire Agreed Syllabus of Religious Education 1995. This reflects the fact that the religious traditions in this country are in the main Christian, but we shall try to foster a balanced knowledge of and respect for the other principal religions represented in Great Britain.
Statement of Principles
1. The nature of religious education.
Religious education enables children and young people to learn about and learn from religion. It is directly concerned with exploring and responding to religion.
2. Moral, social and cultural development.
Responsibility for moral, social and cultural development runs across the whole curriculum. Morality is not necessarily dependent on particular religious beliefs and may exist independently of them. However, religious education specifically should encourage children and young people to make reasoned and informed judgements about moral, social and cultural issues. In particular, it should explore the ideas, feelings and actions involved in the ethical teachings of religious traditions, and in the moral conflicts that may arise in the lives of believers.
3. Spiritual development.
Religious Education is concerned with the spiritual growth of the individual and with those feelings and beliefs that arise out of experience and influence the search for meaning and purpose to life. For some, such experience will be interpreted in religious terms. Spiritual growth is the concern of the family, the faith community and the school. Families and faith communities encourage spiritual growth in association with their own traditions. The school’s task in religious education is to enable children and young people to become aware of a wide range of religious interpretations of personal experience and to help them to understand their importance to believers.
4. World faiths and the scope of religious education.
Religious Education must include the study of the principal world faiths practised in Great Britain. Many examples are to be found in Hertfordshire today. As required by the Education Reform Act 1988 Religious Education should also reflect the fact that the religious traditions in Great Britain are in the main Christian. Religious Education is concerned with political and non-religious philosophies only in so far as these philosophies relate to religion.
5. An open approach.
To be educationally and legally acceptable, religious education must encourage an open and honest enquiry and an awareness of prejudice. Religious Education should encourage all participants to reflect upon their own beliefs and values, whatever they may be, and to respect the rights of others to hold beliefs different from their own.
6. Teaching approaches.
The teaching of religious education seeks both to impart knowledge and develop understanding of religious experiences, feelings and attitudes through a variety of teaching and learning approaches.
7. Time allocation.
(NB Time allocation for collective worship/assemblies must be separate from that allocated to religious education).
Religious Education requires adequate curriculum time for it to be effective. This syllabus is based on national guidelines from the School Curriculum & Assessment Authority (SCAA) and consultation with Hertfordshire schools. This Syllabus assumes a minimum as follows:
Key Stage one: 30 hours per year
Key Stage two: 39 hours per year
The Aims of Religious Education
To enable children and young people according to their ability and level of development to:
1. acquire and develop knowledge and understanding of principal religions represented in Great Britain. These include Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism, each of which is represented in Hertfordshire;
2. develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures;
3. develop the ability to make reasoned and informed judgements about religious and moral issues with reference to the teachings of the principal religions;
4. enhance their own spiritual, moral, cultural and social development by:
a. developing awareness of the fundamental questions of life arising
from human experiences, and how religious beliefs and practices
can relate to them;
b. responding to the fundamental questions of life in the light of their experience and with reference to religious beliefs and practices;
c. reflecting on their own beliefs, values and experiences in the light of their study;
d. expressing their own personal viewpoints in a thoughtful, reasoned and considerate way;
5. recognise the right of people to hold different beliefs
within a religiously diverse society.
These principles and aims are formulated to enable pupils according to their ability and level of development to:-
a. acquire and develop knowledge and understanding of the principle religions represented in Great Britain and Hertfordshire - Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism.
b. appreciate what it means to hold a religious view rather than leading them to or turning them from a particular faith commitment.
c. recognise and respect the right of people to hold different beliefs within a religiously diverse society.
d. develop the ability to make reasoned and informed judgements about religious and moral issues with reference to the teaching of the principal religions.
These principles and aims are designed to contribute to the spiritual, moral, social, cultural and mental development of all pupils.
There are two attainment targets and associated statements of attainment which set out the broad objectives for Religious Education in terms of knowledge, understanding and skills.
AT1 Learning about religions.
AT2 Learning from religion.
These two attainment targets are set out in progressive steps, four at each Key Stage to enable teachers to ensure progression and plan future activities.
Pattern of Progression
AT1 Key Stage 1.
Step 1 Identifying and naming
Step 2 Recounting and describing
Step 3 Explaining the meaning, importance or significance
Step 4 Relating similarities and differences between and within religions.
AT2 Key Stage 2.
Step 1 Stating & Responding by giving a point of view
Step 2 Understanding & Responding by listening to other views and
appreciating that many factors, including religions, are important
to people
Step 3 Reflecting & Responding on what might be learnt from religions
in the light of experience
Step 4 Justifying & Responding by taking account of a variety of views.
The Programme of Study is organised into eight strands. These are all studied at both Key Stage 1 and Key Stage 2.
The Eight Strands are:-
Strand 1 Authority and inspiration
Strand 2 Belief, identity and lifestyle
Strand 3 Celebration
Strand 4 Expressing meaning
Strand 5 Natural world
Strand 6 Relationships
Strand 7 Ultimate questions
Strand 8 Worship and meditation.
Christianity must be taught at each Key Stage. Aspects of all six principal religions must be explored over Key Stage 1 and Key Stage 2.
Our whole school plan is as follows:-
KS1
Reception
Strand 5 Natural World
Experience aspects of the natural world and responses to them - awe, wonder, sorrow, peace.
Recognise human dependence on the earth's resources - religious practices such as harvest festivals.
Creation Stories.
Study in relation to Christianity and Judaism.
Strand 6 Relationships
Develop awareness of their own value and the value of others - sharing things they can do, roles in the family, friendships, caring.
Consider own experiences of relationships - sad and happy times.
Stories of people who are committed to others - nurses, fire-fighters, Gladys Aylward.
Study in relation to Christianity and Judaism.
Year 1
Strand 1 Authority and Inspiration
Develop awareness that there are sources of authority and inspiration - roles of parents, grandparents, teachers, police, religious examples.
Religious leaders - priest, rabbi, roles.
Special books - own favourites, sacred writings, Bible.
Study in relation to Christianity and Sikhism.
Strand 4 Expressing Meaning
Become familiar with some basic religious vocabulary - God, worship, Torah, Guru.
Signs and symbols in everyday life and religious ritual - badges, road signs, cross, vestments, greetings, turbans, bowing.
Experience examples of expressive arts from religious traditions - art, music, dance, drama, stories.
Study in relation to Christianity and Hinduism.
Year 2
Strand 2 Belief, Identity, Lifestyle
Belonging to groups, home and school - family, class, clubs, rules, uniforms, activities.
Listen to a talk with members of faith communities - food in Judaism, meeting together in Christianity, praying, special clothing.
Study in relation to Christianity and Buddhism.
Strand 7 Ultimate Questions
Develop sense of enquiry about life, death, relationships and the natural world - stories, observations about growth, plants, sharing experiences - death of pet, grandparent.
Discuss possible answers to ultimate questions and recognise that adults are often unsure about these - is there a heaven? Who am I? What is life for?
Study in relation to Christianity and Islam.
All years to study Strand 3 and Strand 8 in relation to Christianity as the main emphasis and in relation to one other faith as suitable.
Note: much of these two strands will take place during the year according to the events in the calendar and during assemblies and collective worship.
Strand 3 Celebration
Have opportunities to share enjoyment of celebration - birthdays, anniversaries, successes, christening, marriage.
Celebrating special occasions from own experience and faith communities - candles, food, cards, sound at Purim, colour at Holi, light at Hanukkah, music at Christmas.
Explore the meaning behind the celebration - birthday candles representing each year of life.
Strand 8 Worship and Meditation
Share experiences of places which are special to them. Find out about places which are important to other people - local place of significance to religious believers - church, synagogue, temple, park, shops, home, garden.
Look at and handle religious artefacts - rosary, statue, prayer beads, scroll, candle, clothing.
Find out ways emotions, feelings and shared values are expressed in worship and meditation - singing, clapping, kneeling, quietness, dress.
KS2
Year 3
Strand 3 Celebration
Consider the importance of celebration in their own lives and be given the opportunity to understand about special religious events - welcoming, initiation, marriage, death.
How celebrations are related to key figures - Jesus - birth at Christmas, death and resurrection at Easter, Guru Nanak at Baisakhi, Buddha at Wesak.
Investigate common themes - light, new life, thanksgiving, fasting.
Study in relation to Christianity, Judaism and Sikhism.
Note: Some of this strand will take place as part of assembly and collective worship according to events in the calendar.
Strand 5 The Natural World
Observe order and pattern in nature and how this is recognised by religious groups - seasons, life cycles, festivals.
Explore the relationship between humans, environment and other living creatures, own responses and religious teaching and practice - respect for animals, Adam & Eve, Harvest.
Investigate mythical stories which convey central beliefs - stories re God, Brahma, Vishnu.
Study in relation to Christianity, Judaism and Sikhism.
Year 4
Strand 2 Belief, Identity and Lifestyle
Belonging to a group, giving particular attention to faith groups - promises, uniform, attendance, activities at brownies, cubs, junior church, shabbat school, Qur'anic' classes.
Ways in which members of faith communities understand God / The Ultimate - God as Creator, Father, God in many forms.
Explore rules, including specific religious codes of conduct and rules for living, reflect on importance of rules in own lives - Ten Commandments, ritual washing, food laws, dress.
Study in relation to Christianity, Judaism and Buddhism.
Strand 8 Worship & Meditation
Investigate places of worship and meditation from two faith traditions, use, meaning and significance - home shrine, synagogue, church, pilgrimages.
Investigate main rituals - role of music, prayer, sacred texts.
Shared values and feelings as part of worship.
Participate and express personal reflections and emotions - watching a service, experience candlelight, quiet, music.
Study in relation to Christianity, Judaism and Buddhism.
Note: Some of this strand will take place as part of assembly and collective worship.
Year 5
Strand 1 Authority and Inspiration
Explore roles and responsibilities of authority figures within own lives and of religious leaders in the faith communities - club leaders, teachers, minister, rabbi.
Stores of key religious people and their significance today - Jesus, Buddha, Guru Nanak.
Books which are precious, important. Use of Sacred texts - own and family books, Torah, Bible.
Study in relation to Christianity, Judaism and Islam.
Strand 6 Relationships
Recognise and value different forms and expressions of family life - learn about religious and cultural family traditions different from own - nuclear, extended, one-parent families, fostering, adoption, shrine in the home, shabbat meal, family prayers.
Explore how personal and religious beliefs may influence relationships - commitment seen in Salvation Army, Red Cross/Crescent, racism.
Study in relation to Christianity, Judaism and Islam.
Year 6
Strand 4 Expressing meaning
Investigate the ways in which action is used to convey meaning and recognise the significance of this to their own lives and that of religious believers - greetings, playground/class behaviour, positions of salah, believers' baptism, processing the Sefer Torah.
Explore visual and expressive arts as used in a religious context and investigate their meaning - story, art, drama, dance, poetry and music.
Language forms used in religions, meanings of words, phrases, expressions drawn from religious sources - hymns, songs, prayers, mantras, confessions of faith.
Study in relation to Christianity, Judaism and Hinduism.
Strand 7 Ultimate Questions
Develop sense of curiosity about life, death, relationships and the natural world. Pupils should be helped to understand that there are questions to which people give different answers, including those questions which depend upon religious belief - who made the world? is there a God? who made God? why do we have to die? Stories showing different beliefs, creation stories, reincarnation.
Study in relation to Christianity, Judaism and Hinduism.
Skills and Processes
The following skills are central to Religious Education and are reflected in the attainment and programmes of study. Teachers will seek to provide a balanced programme to indicate:
a. Investigation
b. Interpretation
c. Reflection
d. Empathy
e. Evaluation
f. Analysis
g. Synthesis
h. Application
i. Expression
Attitudes
There are some attitudes that are fundamental to Religious Education in that they are prerequisites for entering fully into the study of religions and learning from that experience. Teachers will seek to foster an understanding of the following:-
a. Commitment
b. Fairness
c. Respect
d. Self-understanding
e. Enquiry
Assessment, Recording and Reporting
Pupils’ achievements in Religious Education are not easily expressed through precise on single statements of attainment. The statements of attainment are set out in progressive steps which describe the general quality and characteristics of a pupil is work in key areas of attainment and at different stages. Teachers need to make judgements based on evidence in relation to these statements of attainment and using the steps as set out. Evidence may be from discussion observing, asking and answering of questions, written work, drawing, drama, etc. Annual reporting to parents in RE is a requirement. Statements of Attainment can be used as a guide when writing pupils’ reports.
Religious Education will be taught as a subject in its own right but many elements will be taught as part of topics in other National Curriculum subjects. Some aspects will be covered at times in group, class and whole school assemblies and collective worship. A variety of teaching approaches will be used, but mainly whole class. Where possible, use will be made of visits, visitors, artefacts, music, video, art, drama, posters and pictures.
Resources
These are located in the RE section of the school library and in the RE Co-ordinator’s classroom. Some materials for assembly and collective worship are located in the staffroom and the music resources area.