Religious Education

Intent statement: To explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.

Relevant to NHFS specifically: SACRE is a locally agreed syllabus and is a statutory syllabus agreed by our local authority. New Hartley is a small village with very little religious diversity, the vast majority of its population identifying as Christians or ‘no religion’. It is therefore extremely important that our RE curriculum develops pupils’ aptitude for dialogue so that they can participate positively in a wider diverse society as tolerant citizens.

What RE helps to develop in the wider curriculum and beyond

RE and personal development

The 2022 syllabus emphasises RE’s contribution to the personal development of pupils. RE is not simply about gaining knowledge and understanding about religious and non-religious worldviews. It also helps pupils to develop their own worldviews - their own understanding of the world and how to live, in the light of their own learning, developing their understanding skills and attitudes. RE makes a significant contribution to pupils’ spiritual, moral, social and cultural development, as well as giving opportunities for exploring British Values.

Growth Mindset

Children will recognise the value of living together as a community, of recognising the worth and value of others and in learning from the behaviours and attitudes of ourfriends and family. Children will explore stories about forgiveness, reinforcing the idea that mistakes are nevitable but are not considered unredeemable failure. Children will understand that mistakes are a learning opportunity and are ‘proof that you are trying’. Children will understand that religious teaching encourages self-reflection, challenging us to strive to be our best.

Critical Thinking

creating and thinking critically: (have their own ideas, use what they already know to learn new things, to choose and find new ways to do things). Children are encouraged to think critically and creatively, expressing their curiosity and posing questions and learning that there may be more than one side to moral argument. Children are encouraged to challenge prejudice and Stereotyping.

Knowledge Types

Pillars of progressions in RE

Substantive knowledge the knowledge children will gain about religious and non-religious traditions

Ways of knowing Children should understanding that different ways of knowing can lead to different aspects of religion being revealed, which can reduce over-simplification and stereotyping.Pupils will learn about the accuracy and validity of claims being made; the difference between conceptions and misconceptions and the types of methods that have been used to obtain knowledge.

Personal knowledge the children’s growing knowledge of how their own ideas and values relate with those which they learn about in a religious and non-religious context.

These knowledge types are not artificially separated from each other, but rather are weaved throughout the syllabus structure and content.

Aspirations links

While studying a range of religious belief systems, children learn the foundations upon which such beliefs rest upon (e.g. the ten commandments or Dharma). Children study role models from the 5 religions studied and are able to draw links between their moral compass and their belief systems. As such, children are able to reflect upon their own character and how they can aspire to be ‘good’ (e.g. when studying stories about Jesus, children consider what they reveal about Jesus’ character and then explore examples of how current Christians aspire to be like Jesus through their charitable work).

Sustainability links

Children explore themes of ‘creation’ in their religious studies. Children consider how religious (and non religious) people strive to make the world a better place. E.g. in Cristianity, children look at examples of eco-churches, critically exploring why Cristians might want to look after the planet which they believe God created. They explore of Cristians strive to be ‘good stewards of the earth’. They explore the world and all of its beauty and wonder.

Equality links

Tolerance - often prejudice/stereotyping/discrimination are rooted in lack of understanding or fear of the ‘different’. RE opens up discussion with the children about differences which the children may encounter, empowering them with the knowledge which children need to respect and tolerate beliefs/practices which differ to their own.

Diversity - it is important that children are exposed to a range of cross-cultural experiences, helping them to understand the lived experiences of others. As such, children’s understanding of equality vs equity is more robust.