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Religious Education

Intent

At Hullavington C.E. Primary and Nursery School the Religious Education curriculum plays an integral role in defining the school’s distinctive Christian character. RE plays a significant role in developing children’s spiritual, moral, social and cultural development. The curriculum promotes open mindedness and encourages children to be respectful and understanding citizens who are sensitive to the beliefs of others. Through RE, children will learn from religion and human experiences and develop enquiry and response skills through the use of distinctive language, listening and empathy, then reflect on, analyse and evaluate their beliefs, values and practices and communicate their responses to enable them to develop both academically and personally. RE lessons encourage children to explore, engage and reflect on a wide range of religious beliefs and practices. RE plays a vital role in developing religious literacy and deepening pupils understanding of Christianity, in all its forms, and fostering appreciation and understanding of other faith traditions. The Religious Education curriculum is underpinned by the school’s adopted Christian Values: kindnesss, perseverance, honesty, trust, friendship, happiness and love.  The influence of religious and world views is also studied on a local, national and global scale. 

Implementation

The school teaches religious education according to the Wiltshire Agreed Syllabus

https://d3hgrlq6yacptf.cloudfront.net/5f3ecfb22c3ee/content/pages/documents/0dbb3a8ac0ed9f5e8afbe32cef8ccba8d2530625.pdf

and is supported by the Understanding Christianity (UC) scheme of work for the majority of the Christianity units, and Discovery RE which covers the other religions and belief systems. These schemes of work offer a spiral curriculum where children re-visit and build past concepts and knowledge. We have developed a rolling scheme of work which is used to ensure that all of the Christianity and other principal religions are covered as the children move through the school. The majority of the time allocated to RE will be devoted to the teaching of Christianity. The other main faiths that will be explored in KS1 are Judaism and Islam.  In KS2 the children extend this by also studying Hinduism, Sikhism, and Buddhism.

Impact

To ensure that every pupil's statutory entitlement to Religious Education is met, irrespective of their faith or belief, and within this to encourage pupils to explore questions of spirituality, identity, ethics, discrimination and prejudice.

To enable pupils to develop religious literacy and conceptual understanding of what it means to be a person of faith or no faith.

To encourage pupils to articulate their own ideas and experience of religion, belief and spirituality.

 

To encourage all pupils and teachers to experience RE as an exciting subject that feeds into an understanding of what it means to live in Hullavington and Wiltshire and our wider world communities and to promote harmony and good community relations.

• To encourage teachers to produce RE lessons that are challenging, inspiring and engaging to everyone.

• To assist pupils to engage critically with ideas and understanding of religion and belief systems, given the nature of our society, its speed of change and growing social media influences. RE studies how religions and world views shape and are shaped by the societies in which pupils live, promoting deepening understanding of those belief systems.

• To promote interactive, creative and experiential learning that promotes social and ethnic accord alongside the endorsement of fundamental British Values, so that schools will be supported in visiting places of worship, community meeting places and communicating with different social groups across the local community.

 

The children should develop:

  • Knowledge about and understanding of Christianity as a living world faith, by exploring core theological concepts.
  • Knowledge and skills in making sense of Biblical texts and understanding their impact in the lives of Christians.
  • The ability to connect critically and be able to reflect upon, evaluate and apply their learning to their own growing understanding of religion and belief of themselves, the world and human experience.
Religious Education.mp4

Policies

Religious Education Long-Term Planning

Academic Year 2021-2022

 

 

Owlets

Years R/1

Barn Owls

Years 1/2

Snowy Owls

Years 3/4

Hawk Owls

Years 4/5

Eagle Owls

Years 5/6

Autumn Term 1

Who Made the World?

Who Made the World?

What is the Trinity?

Is it possible for everyone to be happy?

What is the best way for a Muslim to show commitment to God?

Autumn Term 2

Why does Christmas Matter to Christians?

Why does Christmas Matter to Christians?

Would celebrating Diwali at home and in the community bring a sense of belonging to a Hindu child?

What is it like to follow God?

What would Jesus do?

Spring Term 1

Was it always easy for Jesus to show friendship?

Was it always easy for Jesus to show friendship?

What do Christians learn from the Creation story?

Can the Buddha’s teaching make the world a better place?

Science and Creation – conflicting or complimentary?

Spring Term 2

Why does Easter matter to Christians?

Why does Easter matter to Christians?

Why do Christians call the day Jesus died Good Friday?

If forgiveness always possible for Christians?

How do Muslims lead good lives?

Summer Term 1

Is Shabbat important to Jewish children?

Is Shabbat important to Jewish children?

How can Brahman be everywhere and in everything?

What is the best way for a Buddhist to lead a good life?

Resurrection.

Summer Term 2

Are Rosh Hashanah and Yom Kippur important to Jewish children?

Are Rosh Hashanah and Yom Kippur important to Jewish children?

Would visiting the River Ganges feel special to a non-Hindu?

What was the impact of the Pentecost?

Kingdom of God.

Academic Year 2022-2023

 

 

Owlets

Years R/1

Barn Owls

Years 1/2

Snowy Owls

Years 3/4

Hawk Owls

Years 4/5

Eagle Owls

Years 5/6

Autumn Term 1

What makes people special?

Is it possible to be kind to everyone all the time?

Is it possible to be kind to everyone all the time?

How far would a Sikh go for religion?

How far would a Sikh go for religion?

Autumn Term 2

Why do Christians perform Nativity Plays at Christmas?

What is the good news that Jesus brings?

What is the good news that Jesus brings?

Was Jesus the Messiah?

Was Jesus the Messiah?

Spring Term 1

How do people celebrate?

Does praying at regular intervals help a Muslim’s life?

Does praying at regular intervals help a Muslim’s life?

Are Sikh stories important?

Are Sikh stories important?

Spring Term 2

Why do Christians put a cross in an Easter garden?

What do Christians believe God is like?

What do Christians believe God is like?

What do Christians believe?

What do Christians believe?

Summer Term 1

What can we learn from stories?

Does going to the Mosque give Muslims a sense of belonging?

Does going to the Mosque give Muslims a sense of belonging?

What is the best way for a Sikh to show commitment to God?

What is the best way for a Sikh to show commitment to God?

Summer Term 2

What makes places special?

Does completing Hajj make a Muslim a better person?

Does completing Hajj make a Muslim a better person?

What does it mean if God is Holy and Loving?

What does it mean if God is Holy and Loving?

 

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