Religious Education (RE)

“Peace cannot be kept by force; it can only be achieved by understanding” Albert Einstein

 

INTENT:

At Pimperne Primary School we believe that Religious Education (RE) has an important part to play in promoting the spiritual, moral, social, cultural and intellectual development of our pupils and in helping them gain a greater understanding of themselves and a more sympathetic awareness of the needs of others. This enables pupils to be better equipped to cope with the responsibilities and experiences of adult life. To promote the values we hold as a school and the school vision, we believe that education in RE should be a child-centred, exciting journey. Children will learn to understand the world and their place in it, know that all members of the school community show respect and tolerance for others and develop a better cultural awareness. Children will have the opportunity to reflect and develop their spiritual awareness and thinking skills through child led philosophical discussions, supported by knowledgeable staff, visitors and resources.

We believe that it is vital for all of our pupils to learn from and about religion, so that they can understand the world around them. Through religious education, pupils develop their knowledge of the world faiths, and their understanding and awareness of the beliefs, values and traditions of other individuals, societies, cultures and communities. We encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences.  

Our teaching is based on developing pupil understanding of the following key concepts.

God Fundamental to Christian belief is the existence of God, Father, Son and Holy Spirit
Creation Christians believe the universe and human life are God’s good creation. Humans are made in the image of God.
Fall Humans tend to go their own way rather than keep their place in relation to their creator.  This attitude is called sin, and Genesis 3 gives an account of this rebellion, popularly called ‘the Fall’. This describes a catastrophic separation between God and humans, between humans and each other, and between humans and the environment. This idea that humans are ‘fallen’ and in need of rescue (or salvation) sets out the root cause of many problems for humanity.
People of God The Old Testament tells the story of God’s plan to reverse the impact of the Fall, to save humanity. It involves choosing a people who will model a restored relationship with God, who will attract all other people back to God. The Bible narrative includes the ups and downs of this plan, including the message of the prophets who tried to persuade people to stick with God. The plan appears to end in failure with the people of God exiled, and then returning, awaiting a ‘messiah’ – a rescuer.
Incarnation The New Testament presents Jesus as the answer: the Messiah and Saviour, who will repair the effects of sin and the Fall and offer a way for humans to be at one with God again. Incarnation means that Jesus is God in the flesh, and that, in Jesus, God came to live amongt humans.
Gospel Christians believe Jesus’ incarnation is ‘good news’ for all people. (‘Gospel’ means ‘good news’.)  His life, teaching and ministry embody what it is like to be one of the People of God, what it means to live in relationship with God. Jesus’ example and teaching emphasise loving one’s neighbour – particularly the weak and vulnerable – as part of loving God.
Salvation Jesus’ death and resurrection effect the rescue or salvation of humans. He opens the way back to God. Christians believe that through Jesus, sin is dealt with, forgiveness offered, and the relationship between God and humans is restored.
Kingdom of God This does not mean that no one sins anymore!  The Bible talks in terms of God’s ‘Kingdom’ having begun in human hearts through Jesus. The idea of the ‘Kingdom of God’ reflects God’s ideal for human life in the world – a vision of life lived in the way God intended for human beings.  Christians look forward to a time when God’s rule is fulfilled at some future point, in a restored, transformed heaven and earth. Meanwhile, they seek to live this attractive life as in God’s Kingdom, following Jesus’ example, inspired and empowered by God’s Spirit.

 

 

 

Each year group has contributed to our Understanding Christianity display which shows what each of the concepts means to us as a school. It acts as a visual timeline of the bible for our children.

IMPLEMENTATION

Organisation:

RE is taught by class teachers or by specialist teachers who have a specific allocated teaching slot each week. RE may be taught as a weekly lesson or as a block of lessons in one week or as part of a topic day. RE teaching is delivered in a way that is fully inclusive and best suits the needs of the current cohort. This can take the form of a weekly lesson or sessions of RE, per half term. Understanding Christianity and Discovery resources are used to ensure RE is taught progressively with knowledge and skills, built across and within year groups.

Scheme of Work:

All teachers from Year R to Year 6 follow the Locally (Salisbury Diocese) Agreed Syllabus. This is supported by the Understanding Christianity and Discovery for RE Schemes of Work. The schemes followed enable children to learn about the major world religions, with an emphasis placed on Christianity. The schemes allow for progression from year to year and are linked to Diocesan assessment criteria. Children are encouraged to respond to ideas, particularly ultimate questions, and put forward their own beliefs in a safe and tolerant environment. Learning is enhanced by visits to places of worship and visitors from different faiths.

Both Discovery RE and Understanding Christianity follow an enquiry-based approach to teaching and learning. Each enquiry begins with a hook or ‘way in’ to engage, intrigue and create a sense of awe and wonder.  Pupils then participate in activities which promote knowledge and understanding of religions and world views recognising their local, national and global context. RE learning is enriched through celebration of Christian festivals, nativities and visits to and from our local church and team, St Peter’s. Pupils are given the opportunity to wonder about the world, explore connections between beliefs and practice studied and can reflect about life in the world today.

Each Understanding Christianity unit incorporates the three elements:

  • Making sense of the text – Developing skills of reading and interpretation; understanding how Christians interpret, handle and use Biblical texts; making sense of the meanings of texts for Christians
  • Understanding the impact – Examining ways in which Christians respond to Biblical texts and teachings, and how they put their beliefs into action in diverse ways within the Christian community and in the world

 

  • Making connections – Evaluating, reflecting on and connecting the texts and concepts studied, and discerning possible connections between these and pupils’ own lives and ways of understanding the world. Each Understanding Christianity unit begins with a ‘way in’ and then offers teaching and learning ideas for each element. The teacher chooses how to weave together the elements, from making sense of the text, through looking at the impact on the world of Christianity and helping to make connections with the world of the pupil, in order to achieve the outcomes.

Recording:

From reception to Year 6, learning in RE is recorded in whole class floor books. The floor books contain thought bubbles, photographs, questions raised, and collaborative tasks produced. Pupils refer to them throughout the year to revisit key learning. In addition, each pupil also has an RE book in which initial and final responses to enquiry questions and assessments are recorded.  This book stays with pupils as they progress through the school and enables us to measure progress.

IMPACT

The pupils at Pimperne Primary make progress in their RE learning through high levels of engagement and enjoyment. We use a range of techniques to evaluate the pupil’s knowledge and understanding of religions and beliefs.

  • Discussions and children’s contributions
  • Annotations of observations
  • Accurate use of religious vocabulary

Half termly assessment tasks Whole school monitoring of RE takes the form of:   

  • Work scrutiny
  • Planning scrutiny
  • Analysing half termly data sheets
  • Pupil voice

 

  • Learning walks
  • Observations
  • CPD Each pupil will feel valued as an individual and their beliefs respected. In addition, children will develop respect for and sensitivity to others with different faiths and beliefs. This will enable all children to flourish within their communities and prepare them for our diverse world.

By the time pupils leave Pimperne Primary, their learning from religious education will have made a significant contribution in helping them to develop into tolerant and respectful global citizens who can demonstrate the skills and attitudes needed to participate fully in and positively contribute to life in modern Britain.  

Long / Medium Planning

R.E Knowledge – School Overview

R.E Knowledge and skills progression

How RE contributes to Personal Development