At Barrowby Church of England Primary School we aim to ensure that our children are religiously literate. Our intent is to support our children in developing an outstanding level of religious understanding and knowledge so that they are equipped to hold balanced and informed conversations about religions and life.
According to the R.E. Council, ‘The ability to understand the faith or belief of individuals and communities, and how these may shape their culture and behaviour, is an invaluable asset for children in modern day Britain. Explaining religious and non-religious worldviews in an academic way allows young people to engage with the complexities of belief, avoid stereotyping and contribute to an informed debate.’
Above all, we want our children to develop a respect for other beliefs and religions and appreciate and celebrate the diverse world in which they live. We want to equip children with not only the minimum statutory requirements of the Religious Education National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life.
Religious Education is a statutory subject of the curriculum for all pupils in each year group, including Reception. In line with the 1988, 1996 and 1998 Education Acts all children will receive Religious Education unless parents/carers formally withdraw their own children (S352(1) (a).
At Barrowby Church of England Primary School, ‘Every agreed syllabus should ‘reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain.’ (s375 (3) Education Act 1996).
This resource supports the teaching of Christianity in RE. It explores the significant theological concepts within Christianity as part of developing their wider religious, theological and cultural literacy. This is compliant with the Lincolnshire Agreed Syllabus.
As recommended in the Lincolnshire Agreed Syllabus 2018 - 2023, as set out in the Dearing Review (1996), Key Stage 1 children will receive at least thirty-six hours per year and Key Stage Two will receive at least forty-five hours over the school year.
We have developed a clear progression of skills for each year group, which enables pupils to build on and develop their knowledge and skills each year. In order to support children in their ability to ‘know more and remember more’ there are regular opportunities to review the learning taken place in previous topics, as well as previous lessons.
Effective use of educational visits are planned, to further enrich and enhance the pupil’s learning experiences within the RE curriculum.
Through our Religious Education Curriculum, we aim to:
EYFS children will be guided in their learning through four overarching principles for a unique child, positive relationships, enabling environments and learning and development. They will build a good foundation for igniting their curiosity and enthusiasm for learning, forming relationships and thriving at school through the Seven Areas of Learning.
The Early Years Foundation Stage Curriculum supports children’s understanding of Religious Education through the planning and teaching of ‘Understanding the World – People, Cultures and Communities’. Children are encouraged to use their imagination and curiosity to develop their appreciation of, and wonder at, the world in which they live. Exploring others views, cultures and beliefs supports children in developing their views and beliefs about themselves, their family and community. In finding out about others, young children are encouraged to reflect on belief, culture and practice and explore religion and faith through observing festivals and celebrations, sharing non – fiction texts and reading stories from religious texts, handling artefacts, engaging in roleplay and drama based activities, and through discussions with those around them.
For pupils with SEND, it is important to focus on the pupils’ strengths as well as identifying areas where they need more help, practice and consolidation. In general, pupils should have the opportunity to develop all the concepts, regardless of their SEN or disability. However, the approach to these concepts may have to be done differently with different groups of pupils.