Religious Education

 

At The Whartons we develop children's skills of enquiry, reasoned argument and reflection. We follow the Leeds Syllabus 'Believing and Belonging' 2019-2024 for teaching Religious Education.

 

Religious education 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. 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. 

 

SMSC in Religious Education (R.E )

 

SPIRITUAL DEVELOPMENT 

The Spiritual aspect of SMSC is embedded in our lessons, with pupils often being given opportunity to reflect on how the things they have learnt can affect and influences their own lives.

 

Pupils’ spiritual development is shown by their:

•  Beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feeling and values

 

•  Sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible

 

•  Use of imagination and creativity in their learning

 

•  Willingness to reflect on their experiences.

 

MORAL DEVELOPMENT  

The moral aspect of SMSC asks pupils to consider the moral issues of the topics that are being addressed, such as the role of humans and the environment.

 

Pupils’ moral development in shown by their:

•  Ability to recognise the difference between right and wrong and their

   readiness to apply this understanding in their own lives

 

•  Understanding of the consequences of their actions

 

•  Interest in investigating, and offered reasoned views

   about, moral and ethical issues.

 

SOCIAL DEVELOPMENT

Within Religious Education pupils are given the opportunity to develop their social skills through debate, speaking and listening, group work and using a variety of modern media. We also reflect on issues of community cohesion and the affect religion has on individuals. 

 

Pupils’ social development is shown by their:

•  Use of a range of social skills in different contexts, including working and 

   socialising with pupils from different religious, ethnic and socio-economic

   backgrounds

 

•  Willingness to participate in a variety of social settings, cooperating will

   with others and being able to resolve conflicts effectively

 

•  Interest in and understanding of, the way communities and

   societies function at a variety of levels.

 

 

CULTURAL DEVELOPMENT

Religion, Morality and Social skills are underpinned by the culture we live in. Within Religious Studies we look at issues of how religious beliefs affects the culture we live in. We also review world faiths and show the importance of the influence of culture and religion often go hand in hand throughout the world. 

 

Pupils’ cultural development is shown by their:

•  Understanding and appreciation of the wide range of cultural influences

   that have shaped their own heritage

 

•  Willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities

 

•  Interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

 

R.E Curriculum

 

In school, the curriculum is based on the Local Agreed Syllabus for RE in Calderdale , Kirklees and Leeds , September 2019. 

 

The syllabus has three aims for pupils:

1.  To investigate the beliefs and practices of religions and other world views;

2.  To investigate how religions and other world views address questions of meaning, purpose and value;

3.  To investigate how religions and other world views influence morality, identity and diversity. 

 

The syllabus requires schools to focus o 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. 

 

To support delivery of the syllabus, we encourage and promote teaching and learning through using ‘Philosophy For Children’ (P4C), also known as a 'Community of Enquiry'. This is a useful way of engaging pupils in their own learning and developing their critical and dialogical skills.

 

The RE syllabus units covered by each year group are outlined below;

 

EYFS

Christianity, Islam and non-religious approaches    

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? 

 

Key Stage One

Christianity, Islam and non-religious approaches    

Year 1 - Units of work

1 - Which books and stories are special?

2 - Why do we celebrate special events?

3 – What does it mean to belong to a church or a mosque?

4 – Why do we care for others?

5 - Who brought messages about God and what did they say?

 

Year 2 - Units of work

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? 

 

Key Stage Two

Christianity, Islam and extends to include; Judaism and Sikhism and non-religious approaches.  

 

Year 3 - Units of work

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 - Units of work

1 - How are important events remembered?

2 – What faiths are shared in our community?

3 - How do the Five Pillars guide Muslims?

3 – Why are Gurus at the heart of Sikh belief and practice?  

 

Year 5 - Units of work

1 – Why are some places and journeys 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 covenant? 

 

Year 6 - Units of work

1 – How do Sikh's 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?