RELIGIOUS EDUCATION

'Despite the small space RE occupies in the curriculum, it is huge, encompassing nothing less than humanity’s most searching questions, its deepest hopes, the history of the world’s beliefs and their diverse manifestation in the modern world'  Natre 2021

 

At Morley Victoria our vision is to develop children's skills of enquiry, reasoned argument and reflection. Religious Education (RE) contributes dynamically to children and young people’s education in school by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. Our world is enriched by a wide and profound diversity of cultures and beliefs. We as human beings are strengthened and empowered by learning from each other. Engaging and stimulating Religious Education helps to nurture informed and resilient responses to misunderstanding, stereotyping and division. It offers a place of integrity and security within which difficult or ‘risky’ questions can be tackled within a safe but challenging context. 

Religious Education is provided by following Believing and Belonging, the agreed syllabus for Religious Education in West Yorkshire.  The syllabus requires schools to focus on specific core religions at each key stage: Christianity and Islam from KS1, adding Sikhism and Judaism at KS2 and then Buddhism and Hinduism at KS3.  In addition, other (non-religious) world views must be included as part of the curriculum at each key stage. Believing and belonging contains two key elements, first it is about beliefs and values. It aims to develop pupils’ understanding of world faiths and other beliefs, exploring their commonality and diversity. 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. Through the use of the Syllabus, we use RE to enable our pupils to gain insights and knowledge of other religions, faiths, customs and beliefs in order to equip them as responsible members in our society. RE plays an important role in preparing pupils for their future and for lifelong learning.

‘Teaching R.E gives the children the opportunity to have courageous conversations about themselves, others and their beliefs; it helps us to recognise that beliefs are different. It is such an important part of the curriculum if we want a harmonious and cohesive community.’ Morley Victoria Teacher 

‘I am a British Indian and I celebrate Diwali, Navratri and Holi because my religion is Hindu’ Year 2 Pupil 

‘I am Christian, so I celebrate Easter and Christmas and I go to church.’ Year 2 Pupil 

‘We spoke about how we celebrate Christian festival’s, but we don’t go to church, but her grandma does’ Year 1 Parent 

‘I am Muslim like my mum and dad but not all of my family is.’ Year 4 Pupil 

‘I love learning about all of my friend’s cultures and religions. I didn’t realise that we are all so different but still the same’ Year 5 Pupil 

 

Aims in the RE curriculum:

There are three broad aims, each subdivided into two areas. A balance of these should be included in any curriculum plan at every key stage. Pupils and students should:

  1. Investigate the beliefs and practices of religions and other world views;
  2. Investigate how religions and other world views address questions of meaning, purpose & value;
  3. Investigate how religions and other world views influence morality, identity and diversity.

  

An emphasis is given to making work meaningful and adopting a cross-curricular approach wherever possible making particular links to the PSHE curriculum. Religious Education is allocated the equivalent of a session each week, this may be organised differently in each year group and dependent on the curriculum that is being taught. In addition to this, there will be assemblies and class discussions as well as the children being taken on visits to see other places of worship. Visiting groups and workshops also help to provide first-hand learning experiences.  

Year Group Learning Objectives

EYFS

  1. Where do we live and who lives there?
  2. How do Christians celebrate Christmas?
  3. What makes a good helper?
  4. What can we see in our wonderful world?
  5. Who and what are special to us?

 

Year 1

  1. Which books and stories are special?
  2. How do we celebrate special events?
  3. What does it mean to belong to a church or mosque?
  4. How and why do we care for others?
  5. Who brought messages about God and what did they say?

 

Year 2

  1. How is new life welcomed?
  2. How can we make good choices?
  3. How and why do people pray?
  4. How can we look after the planet?
  5. What did Jesus teach and how did he live?

 

Year 3

  1. How do Jews remember God’s covenant with Abraham and Moses?
  2. What is Spirituality and how do people experience this?
  3. What do Christians believe about a good life?
  4. What do the creation stories tell us?

Additional unit: Who can inspire us?

 

Year 4

  1. How are important events remembered?
  2. What faiths are shared in our country?
  3. How do the Five Pillars guide Muslims?
  4. Why are Gurus at the heart of Sikh belief and practice?

 

Year 5

  1. Why are some journeys and places special?
  2. What values are shown in codes for living?
  3. Should we forgive others?
  4. What do Christians believe about the old and new covenants?

 

Year 6

  1. How do Sikhs show commitment?
  2. What do Christians believe about Jesus’ death and resurrection?
  3. How does growing up bring responsibilities?
  4. How do Jews remember the Kings and Prophets in worship and life?

Parents have the right to withdraw children from Religious Education if they feel they need to. Please contact the Head Teacher to discuss this further.

For help and support at home please visit:

Examples of Work

Year 1 have been discussing books that are special to them and linking to special books in religion
Year 1 have been discussing books that are special to them and linking to special books in religion
We enjoy using a range of resources to learn about RE
We enjoy using a range of resources to learn about RE
We have enjoyed acting out different events
We have enjoyed acting out different events

EVIDENCE OF REMOTE LEARNING

Comparing similarities and differences between Christians and Muslims
Comparing similarities and differences between Christians and Muslims
Ordering events helps us to remember what has happened
Ordering events helps us to remember what has happened
We compare and find similarities and differences between different religions
We compare and find similarities and differences between different religions
We carefully observe symbols from different religions
We carefully observe symbols from different religions