Religious Education

Intent

The school follows the Cheshire Agreed Syllabus for Religious Education in accordance with Cheshire’s ‘Standing Advisory Council of Religious Education’ (SACRE). In accordance with the agreed syllabus, Religious Education at Weaverham Forest Primary school:

introduces pupils to the rich diversity of religion and non-religion, locally and globally, as a key part of understanding how the world works and what it means to be human
stimulates pupils’ curiosity about, and interest in, this diversity of worldviews, both religious and non-religious
expands upon how worldviews work, and how different worldviews, religious and non-religious, influence individuals, communities and society
develops pupils’ awareness that learning about worldviews involves interpreting the significance and meaning of information they study
develops pupils’ appreciation of the complexity of worldviews, and sensitivity to the problems of religious language and experience
inducts pupils into the processes and scholarly methods by which we can study religion, religious and non-religious worldviews
enables pupils, by the end of their studies, to identify positions and presuppositions of different academic disciplines and their implications for understanding
gives pupils opportunities to explore the relationship between religious worldviews and literature, culture and the arts
includes pupils in the enterprise of interrogating the sources of their own developing worldviews and how they may benefit from exploring the rich and complex heritage of humanity
provides opportunities for pupils to reflect on the relationship between their personal worldviews and the content studied, equipping them to develop their own informed responses in the light of their learning.

Implementation

RE as a subject is not based upon a single discipline as highlighted in the RE Ofsted Research Review. Within the Optional Units of Work for Primary Schools you will see lessons listed as learning as Theologians, Philosophers and Sociologists.

Learning as a Theologian involves asking questions which believers may ask, looking at concepts through a theological lens, understanding examples of sacred text, concepts and stories, how people describe God, how there can be different interpretations of sacred text. You may be thinking about where a belief has originated and how it has changed over time.

When we learn as a philosopher, we ask questions through a philosophical lens which may include the nature of knowledge, existence and morality. We consider the process we take to answer these questions. We may be using enquiry methods to enable discussion and debate about puzzling questions. Why do people have different ideas about God, questions about after death, learning from great philosophers.

When we learn as Sociologists we are asking questions about the lived reality, interviewing a visitor about how they celebrate a festival, finding out what happens at a wedding, how is an artefact used today, looking at Census data and what happens in our local and global communities, how people show they belong to a community, how religious and non-religious groups contribute to our society, how people express their beliefs in similar and different ways.

Religious Education provides opportunities to promote spiritual development through:

finding meaning and purpose when looking at the world; discussing and reflecting on key questions of meaning and truth such as the origins of the universe, life after death, good and evil, beliefs about God and values such as justice, honesty and truth.
puzzling over ‘ultimate questions of the meaning of life’ e.g., life and death.
considering how religions and other world views perceive the value of human beings, and their relationships with one another, with the natural world and with God.
valuing relationships and developing a sense of belonging and self-awareness.
developing their own views and ideas on religious and spiritual issues.
learning about and reflecting on important concepts, experiences and beliefs that are at the heart of religious and world views.
considering how beliefs and concepts in religion may be expressed through the creative and expressive arts.
reflecting on personal beliefs and values which form a perspective of life with respect to different religions and world views.

Religious Education provides opportunities to promote moral development through:

enhancing the values identified within the National Curriculum, particularly valuing diversity and engaging in issues of truth, justice and trust.
exploring the influence of family, friends and media on moral choices and how society is influenced by beliefs, teachings, sacred texts and guidance from religious leaders and world views.
considering what is of ultimate value to pupils and believers through studying the key beliefs and teachings from religion and philosophy about values and ethical codes of practice and in so doing understanding and appreciating the viewpoints of others.
studying a range of ethical issues, including those that focus on justice, to promote racial and religious tolerance and personal integrity and in so doing respect the civil and criminal law of England.
gaining an understanding of and respect for the range of religious and world views and developing an opinion.

Religious Education provides opportunities to promote social development through:

considering how religious and other beliefs lead to particular actions and concerns.
investigating social issues from religious perspectives, recognising the diversity of viewpoints within and between religions and other world views as well as the common ground between them.
developing the skills and personal qualities necessary for living and working together as part of a wider community, for example through discussion around key beliefs and ideas from religious and other world views.
articulating pupils’ own and others’ ideas on a range of contemporary social issues.
acceptance and engagement with the British values of democracy; rule of law; individual liberty; mutual respect and tolerance in relation to those of different faiths and beliefs.

Religious Education provides opportunities to promote cultural development through:

promoting a sense of enjoyment and fascination when encountering people, literature, the creative and expressive arts and resources from differing cultures including their own and those of others.
considering the relationship between religion and cultures and how religions and beliefs contribute to cultural identity and practices.
celebrating diversity by promoting racial and interfaith harmony and respect for all; combating prejudice and discrimination; contributing positively to community cohesion and promoting awareness of how interfaith cooperation can support the pursuit of the common good.

Religious Education provides opportunities to promote British values through:

an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and respected and should not be the cause of prejudicial or discriminatory behaviour.
encouraging tolerance, mutual respect and positive attitudes towards diversity.
exploring different religious codes for human life and comparing these with the rule of British law, e.g., how the Decalogue was the basis for British law.
develop an understanding of the importance of individual liberty (which is protected in law) to choose and hold a religious or non-religious world view.
understanding religious teachings on the rights and value of the individual and exploring the importance of fairness and democracy; the rule of law and justice.

Impact

It is essential that the key content, skills and attitudes that pupils are taught are monitored and tracked as they move through school. We know that children have gained the expected knowledge and understanding of other religions and worldviews through various types of formative and summative assessment, which is undertaken on a regular basis. Encouraging pupils to reflect on their own learning, as well as their own developing worldviews, is done through peer and self-assessment.