Religious Education

Our Vision

The RE Curriculum

We have two main aims for our RE curriculum:

• First, it is about beliefs and values. It aims to develop pupils’ understanding of world faiths and other beliefs, exploring their commonality and diversity. A good curriculum will ensure that there is both depth of study (some areas investigated in detail) and breadth (an overall general understanding of the faiths and related philosophical and ethical questions).
• Secondly, it is about ‘belonging’. It aims to nurture pupils’ awareness of the treasury of diversity as well as sensitivity to the questions and challenges that different views and cultures can present. Ultimately, we all share a common humanity and we share this patch of the Earth.

We strongly believe that human beings are strengthened and empowered by learning from each other. So, through experience and culture, it is possible to explore the opportunities, challenges and purpose of our individual lives and communities.

Engaging and stimulating RE helps to nurture informed and resilient responses to misunderstanding, stereotyping and division. It offers a place in the curriculum where difficult or ‘risky’ questions can be tackled within a safe but challenging context. Our purpose is to give pupils a broad understanding of Christianity, world faiths and nonreligious beliefs. It is essential that the curriculum ensures that there is both depth of study (some areas investigated in detail) and breadth (an overall general understanding of the faiths and related philosophical and ethical questions). Our curriculum nurtures SMSC development and pupils’ understanding of diversity. An RE entitlement means it must aim to help pupils to understand diversity, empathy and cohesion alongside developing their own views and beliefs.

Implementation

Due to our diverse community we deliberately nurture tolerance, respect, empathy and kindness in our school for the benefit of our local community.

To achieve this in our lessons we:

• Celebrate the importance of Religious Education by teaching the curriculum in a series of lessons and visits throughout the year.
• Start each topic with enquiry questions that challenge and stimulate.
• Carefully plan to embed knowledge, skills and vocabulary.
• Support the holistic development of the children using visitors and experiences.
• Allow the children to reflect on their own experiences, beliefs, and values.

Conclusion

Our curriculum follows the Leeds SACRE. We want our children to be able to join secondary school with religious education learning experience that has been rich in language, knowledge, and enquiry skills. Our curriculum deliberately integrates religious studies with aspects of philosophical questions and ethical issues, as well as teaching about religious and world views, and it is our aim that children leaving us will be able to fully engage in their local secondary curriculum.