Religious Education at Anston Brook
The Importance of Religious Education
Religion and beliefs inform our values and are reflected in what we say and how we behave. RE is an important subject in itself, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society. Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and worldviews that offer answers to questions such as these. RE also contributes to pupils’ personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society. RE can also make important contributions to other parts of the school curriculum such as citizenship, personal, social, health and economic education (PSHE education), the humanities, education for sustainable development and others. It offers opportunities for personal reflection and spiritual development, deepening the understanding of the significance of religion in the lives of others – individually, communally and cross-culturally.
Aims of RE at Anston Brook Primary School
At Anston Brook Primary School, we strive hard to provide the children with a Religious Education curriculum that develops thoughtful and reflective thinkers who are understanding and sensitive towards other people and their beliefs. Stereotypes are challenged and questions connected with morals and spirituality are discussed. At our school, we ensure that good links are made and sustained with parents of children from all faiths so that we can work together. This will enable children to develop respect and tolerance for others in a school where the growing multicultural element of Britain is not reflected. The RE curriculum that is delivered is based on the Rotherham Agreed Syllabus for Religious Education.
It is our aim that that the children at Anston Brook Primary School will:
- develop an understanding of Christianity as the principle religion followed by people who live in Britain;
- learn about and from some of the principle religions that are reflected in our growing multicultural nation;
- ask questions and develop as reflective thinkers;
- think about their own and other people’s beliefs;
- develop skills linked to their own personal, moral, spiritual and cultural development;
- have the confidence to share their ideas and beliefs with others;
- reflect on ‘big’ questions and how they could be answered in secular and religious ways;
- be tolerant, respectful and understanding of others.
Intent of RE
To have awareness of long-term learning goals in Religious Education, understanding the ‘big picture’ behind their learning.
To build on knowledge and skills over time, revisiting learning to commit knowledge and skills to long-term memory.
To be prepared for life, have the cultural capital to understand their place in the world and have ambitions to make an impact upon it now and in the future.
To be ambitious in learning, to take risks and learn from mistakes, rather than fear them and adopt a healthy growth mind-set in their approach to learning.
To identify and foster new talents and interests in learners.
To constantly develop reading and literacy skills in Religious Education.
Implementation of RE
Our Religious Education road map gives an overview of subject content to be taught from EYFS to Year 6, giving further details of study at Key Stage 3. The road map is designed to be accessible to staff, families and learners. All staff are required to refer to the road map and encourage learners to actively engage with it to evaluate their learning journey, see the end points and goals as well as seeing how the knowledge and skills they may acquire now may support their future development.
Knowledge Organisers
Knowledge organisers are provided to pupils are the start of a topic. These organisers are then used throughout subsequent lessons for pupils to refer back too. They contain relevant information as well as a bank of vocabulary which will be used throughout lessons.
Reading in Religious Education
Teachers demonstrate how different messages and ideas can be inferred in religious documents and explain how and why pictures and photographs try to convey certain messages and information. Learners are taught to use subject specific vocabulary and formulate verbal ideas and reflections in standard English. Vocabulary generated during sessions is displayed and referred to in subsequent lessons. Pupils are then encouraged to use this vocabulary within their work.
