Bourne Avenue, Ranton, Stafford,
Staffordshire. ST18 9JU

Telephone: 01785 282228

office@allsaints-ranton.staffs.sch.uk

Religious Education (RE)

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As a school, we are committed to a clear and sensitive programme of Religious Education (RE).

RE plays an important role in defining the school’s distinctive Christian character. The subject is regarded as a core subject within the school’s curriculum. It has a vital role in developing and deepening pupils understanding of Christianity, in all its forms, and fostering appreciation and understanding of other faith traditions.

As the Church of England document, ‘Making a difference? A review of Religious Education in Church of England schools 2014’ recommends that the RE curriculum in all schools should,

“.......ensure it provides a more coherent, progressive and challenging approach to the teaching of Christianity within the context of the wider exploration of the diversity of religion and belief in the modern world”

“......explore ways of extending pupils’ ability to think theologically and engage in theological enquiry as part of their learning in RE”

RE Statement of Entitlement
RE teaching at this school will be in line with the recommendations of the Statement of Entitlement for Church Schools, published by the Church of England Education Office (June 2016), see link below:

https://www.churchofengland.org/media/1384868/re_statement_of_entitlement_2016.pdf

Christianity will, therefore, be no less than two thirds of RE curriculum time. The teaching of Christianity is core to the teaching of RE in this Church of England school. However, as a Church school we have a duty to foster an accurate and increasing understanding of world religions and worldviews. As a result, pupils will gain greater insight into the world in which they are growing up. They will also learn to appreciate the faith of others and develop a deeper understanding of their own ideas and beliefs. These outcomes must contribute to harmonious relationships within and between communities, promoting social inclusion and combating prejudice and discrimination.

The RE curriculum

RE teaching also follows the legal requirements of the Education Reform Act (1988), which places RE as part of the basic curriculum; a statutory subject which is an entitlement for all pupils. The school bases its RE provision on the Lichfield Locally Agreed Syllabus. In addition, the school uses the Lichfield Diocesan RE Guidelines, Understanding Christianity resources and other appropriate materials to enhance teaching and learning.

At least 5% of curriculum time will be dedicated to meeting explicitly RE objectives, although the subject may be taught across the curriculum when appropriate. Within this teaching allocation at least two thirds of subject content will be allocated to an exploration of the Christian faith, and the concepts, beliefs, teachings and practices that lie at its heart.

Intent

  •  To enable pupils to know about and understand Christianity as a living faith that influences the lives of people worldwide and as the religion that has most shaped British culture and heritage.
  •  To enable pupils to know and understand about other major world religions and worldviews, their impact on society, culture and the wider world, enabling pupils to express ideas and insights.
  •  To enable pupils to develop knowledge and skills in making sense of religious texts and teachings and understanding their impact on the lives of believers.
  •  To develop pupils’ abilities to connect, critically reflect upon, evaluate and apply their learning to their own growing understanding of religion and belief, of themselves, the world and human experience.
  •  To develop an understanding of religious faith as the search for and expression of truth, and so to consider important human questions, values and concerns.
  •  To nurture understanding, respect and open-mindedness and inspire lifelong engagement with the study of religions and beliefs.

 

Implementation

All learning is planned in the light of the teaching context and the age and ability of the child. Following agreement by the governors, the school has adopted the Understanding Christianity scheme of work on a three-year cycle. Additional religions that are taught are Judaism, Islam and Hinduism.

In RE pupils will be encouraged / have opportunities to:

  •  Think theologically and explore ultimate questions
  •  Give a theologically informed and thoughtful account of Christianity as a living and diverse faith.
  •  Develop the skills to analyse, interpret and apply the Bible text
  •  Engage in meaningful and informed dialogue with those of other faiths and none.
  •  Recognise that faith is a particular way of understanding and responding to God and the world
  •  Analyse and explain the varied nature and traditions of the Christian community
  •  Show an informed and respectful attitude to religions and world views in their search for God and meaning.
  •  Reflect sensitively on areas of shared belief and practice between different faiths
  •  Enrich and expand their understanding of truth
  •  Reflect critically and responsibly on their own spiritual, philosophical and ethical convictions.
  •  Express religious ideas with the appropriate language, vocabulary and terminology
  •  Be confident in expressing and nurturing their own faith journey

Impact

The outcomes for pupils at the end of their time in our school are that they are able to:

  •  Compare and contrast the key beliefs and practices of the religions studied and show how they are connected to believers’ lives
  •  Describe different aspects of belonging to a religion – symbol, story, festival, belief, faith in action, ritual, worship
  •  Express religious beliefs and ideas with the appropriate language, vocabulary and terminology and describe what they mean
  •  Ask questions sensitively about the lives of believers and suggest appropriate answers
  •  Reflect on the decisions people make – including believers – and suggest possible outcomes
  •  Compare their own experience and identity with others – including believers
  •  Reflect and empathise with the big questions of life, suggesting some answers / insights
  •  Be confident to explore their own spirituality and search for truth
  •  Value the religious journey of faith
  •  Develop pupils' ability to interpret and appreciate religious imagery and expression

Spiritual, moral, social and cultural development (SMSC)

In addition, the subject contributes to other areas of education and human experience and plays an important part of the wider programme of spiritual, moral, social and cultural (SMSC) development.

Spiritual

Widening pupils’ vision of themselves and their own experience, within the context of a growing awareness and understanding of God.

Moral helping each pupil develop their own informed values
Social helping pupils understand some major forces shaping the values of our society
Cultural aiding pupils in exploring aspects of their own cultural heritage, and developing positive attitudes towards diversity.

Additional links will be found across the curriculum especially with personal, social, health and citizenship education (PSHCE) and British values. RE can also make a positive contribution to enhancing creativity and enjoyment and ensure the well-being of all pupils.


All Saints RE Curriculum Overview

Year A 2019-2020 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Worship Theme Community Hope Joy Dignity Peace Wisdom

EYFS / Reception

(Class 1)

Creation / God: Why is the word of God so important to Christians?

Incarnation:

Why do Christians perform nativity plays at Christmas?

LBDE: Why are some stories so special? Salvation: Why do Christians put a cross in the Easter garden? LBDE: What happens in our church? LBDE: Why are people special? Why am I special?

Years 1, 2, 3

(Class 2)

God: What do Christians believe God is like? LBDE: What are festivals and why do we have them? LBDE: What do Muslims believe? Salvation: Why does Easter matter to Christians? LBDE: How do Christians talk to God? LBDE: How can I make a difference to the world?

Years 4, 5, 6

(Class 3)

Creation/Fall: What do Christians learn from the creation story? Incarnation / God: What is the Trinity? LBDE: What can we learn from the synagogue? LBDE: How do Christians remember Jesus’ Last Supper? Kingdom of God: What kind of world did Jesus want?

People of God:

What is it like to follow God?

*Class 1 programme of study is on a 2-year rolling programme.

Year B 2020-2021 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Worship Theme Community Hope Joy Dignity Peace Wisdom

EYFS / Reception

(Class 1)

Creation / God: How can we care for our wonderful world? Incarnation: What makes every person unique and precious? LBDE: Why are some stories so special? (explore different stories) Salvation: How can we help others when they need it? LBDE: What happens in our church? LBDE: Why are people special? Why am I special?

Years 1, 2, 3

(Class 2)

Creation: Who made the world? Incarnation: Why does Christmas matter to Christians? LBDE: What do Jews believe? Salvation: Why does Easter matter to Christians? (Digging deeper) Gospel: What is the Good News that Jesus brings? LBDE: What is faith and what difference does it make?

Years 4, 5, 6

(Class 3)

God: What does it mean if God is holy and loving?

LBDE: How do people express their faith through the arts? LBDE: What are the five pillars of Islam? LBDE: How do Christians remember Jesus’ Last supper? Salvation: What did Jesus do to save human beings? LBDE: What is the worldwide church?
Year C 2021-2022 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Worship Theme Community Hope Joy Dignity Peace Wisdom

EYFS / Reception

(Class 1)

Creation / God: Why is the word of God so important to Christians?

Incarnation:

Why do Christians perform nativity plays at Christmas?

LBDE: Why are some stories so special? Salvation: Why do Christians put a cross in the Easter garden? LBDE: What happens in our church? LBDE: Why are people special? Why am I special?

Years 1, 2, 3

(Class 2)

Incarnation / God: What is the Trinity? LBDE: What are festivals of light? LBDE: What can we learn from a mosque? Salvation: Why do Christians call the day Jesus died ‘Good Friday’? People of God: When Jesus left, what was the impact of the Pentecost? LBDE: Is life like a journey?

Years 4, 5, 6

(Class 3)

Creation / Fall: Creation and science: conflicting or complimentary? Incarnation: Was Jesus the Messiah? LBDE: What does it mean to be a Jew? Salvation: What difference does the resurrection make for Christians? People of God: What would Jesus do? Kingdom of God: How can following God bring freedom and justice?
                       

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Key Assessment Statements

KS1 RE

Beliefs and teachings

  • Describe some of the teachings of Christianity
  • Describe some of the main festivals of Christianity

Practices and lifestyles

  • Recognise, name and describe some religious artefacts, places and practices
  • Explain the meaning of some religious symbols

Conveying beliefs

  • Name some religious symbols
  • Recognise, name and describe some religious artefacts, places and practices
  • Explain the meaning of some religious symbols

Reflection

  • Identify things that are important in their own lives and compare these to religious beliefs
  • Relate emotions to some of the experiences of religious figures
  • Ask questions about puzzling aspects of life

Values

  • Identify how they have to make their own choices in life
  • Explain how actions affect others
  • Show an understanding of the term ‘morals’

LKS2 RE

Beliefs and teachings

  • Describe the key teachings and beliefs of a religion
  • Present the key teachings and beliefs of a religion
  • Refer to religious figures and holy books to explain answers

Practices and lifestyles

  • Identify religious artefacts and explain how and why they are used
  • Describe religious buildings and explain how they are used
  • Explain some of the religious practices of Christians

Conveying beliefs

  • Identify religious symbolism in literature and the arts

Reflection

  • Show an understanding that personal experiences and feelings influence attitudes and actions
  • Ask questions that have no universally agreed answers
  • Give some reasons why religious figures may have acted as they did

Values

  • Explain how beliefs about right and wrong affect people’s behaviour
  • Describe how some of the values held by communities or individuals affect behaviour and actions
  • Discuss and give opinions on stories, involving moral dilemmas


UKS2 RE

Beliefs and teachings

  • Explain how some teachings and beliefs are shared between religions
  • Explain how religious beliefs shape the lives of individuals and communities

Practices and lifestyles

  • Explain the practices and lifestyles involved in belonging to a faith community

Conveying beliefs

  • Compare and contrast the lifestyles of different faith groups and give reasons why some within the same faith may adopt different lifestyles
  • Show an understanding of the role of a spiritual leader
  • Explain some of the different ways that individuals show their beliefs

Reflection

  • Recognise and express feelings about their own identities. Relate these to religious beliefs or teachings
  • Explain their own ideas about the answers to ultimate questions
  • Explain why their own answers to ultimate questions may differ from those of others

Values

  • Show an awareness of morals and right and wrong beyond rules
  • Explain why different religious communities or individuals may have a different view of what is right and wrong
  • Express their own values and remain respectful of those with different values
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"We are committed to creating a safe, welcoming, stimulating and challenging environment in which all the children develop a love of learning and strive to reach their full potential within a Christian caring community where individuals are respected and valued."

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