R.E.

Our Intent

Religion and beliefs inform our values and are reflected in what we say and how we behave. RE is an important subject, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society. Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and worldviews that offer answers to questions such as these. RE also contributes to pupils’ personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society. RE can also make important contributions to other parts of the school curriculum such as citizenship, personal, social, health and economic education (PSHE education), the humanities, education for sustainable development and others. It offers opportunities for personal reflection and spiritual development, deepening the understanding of the significance of religion in the lives of others – individually, communally and cross-culturally.

 

At Sholing Junior School, our RE curriculum provides pupils with the opportunity to learn about what it means to live life in the Christian traditions as well as two additional religious faiths (one across Year 3 and 4 and the other across Year 5 and 6) in an inclusive and exploratory space. Rooted in our school values of kindness, curiosity, and success, RE makes a unique contribution to the spiritual, moral, social and cultural development of pupils. It supports wider community cohesion and allows all children to become more informed, understanding and tolerant members of society. Sholing Junior School children belong to a wonderfully diverse nation that celebrates other cultures and beliefs, and our RE curriculum enables learners to apply their depth of learning in later life—approaching the world with kindness, guided by curiosity, and striving for success in all they do.

Implementation

In summary, our religious education for children and young people provokes challenging questions about the meaning and purpose of life, beliefs, the self, issues of right and wrong, and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development. Learning encourages pupils to explore their own beliefs (whether they are religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses. This also builds resilience to anti-democratic or extremist narratives.

Our RE Curriculum enables pupils to build their sense of identity and belonging, which helps learners flourish within their communities and as citizens in a diverse society. It teaches pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice. Children are taught to engage with people of all faiths and none. It prompts pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and with empathy, generosity and compassion.

RE is taught in all year groups weekly and children have the opportunity, over the four years they are with us, to learn about three out of the six major world religions in Britain. They will also gain insight into faiths beyond the ‘big six’.  In addition to this, children are provided with opportunities to experience different places of worship and benefit from a variety of visitors. At Sholing Junior School, RE is taught following the Hampshire agreed syllabus (The Living Difference document) which emphasises a process of enquiry into different concepts. These concepts are categorised as the following: Concepts common to all people, Concepts shared by many religions, Concepts distinctive to particular religions.

 

Our Aims

The aims of Religious Education are drawn from the Living Difference scheme of work. At Sholing Junior School we aim to:

1. Engage pupils in enquiry based learning about significant concepts/key ideas within religious and non-religious life experiences.

2. Enquire into beliefs and practices of Christianity, Sikh faith traditions and Islamic faith traditions.

3. Develop the ability to make reasoned and informed judgements about religious and moral issues with reference to the teaching of the principal religions represented in Great Britain.

4. Enhance their spiritual, moral, cultural and social development by:

  • Developing awareness of the fundamental questions of life raised by human experience, and how religious teaching can relate to them.
  • Responding to such questions with reference to the teachings and practices of religious traditions and to their understanding and experience.
  • Reflecting on their own beliefs, values and experiences in light of their study.

5. Develop respect for other people’s right to hold different beliefs.

6. Develop a positive attitude towards living in a society of diverse religions.

 

Our Strategies

At Sholing Junior School we seek to involve a wide range of strategies to meet the individual needs of our pupils in studying R.E. by providing:

 

  • Material drawn from three major religions – Christianity, Sikh faith traditions and Islamic faith traditions. In line with the Hampshire Agreed Syllabus ‘Living Difference IV (2021)’ the teaching of religions will reflect the fact that the religious traditions in Great Britain are in the main Christian.
  • Use the language of ‘Many, Most, Some’ to ensure inclusivity of all lived experiences of faith and to respect the diversity of religion.
  • Planning around generic and some religion specific concepts such as ritual, temptation and resurrection. Links to Literacy and other foundation subjects are made where appropriate.
  • A variety of resources are used, including books, artefacts, posters, clips, photos and people from local faith traditions.
  • The opportunity to respond to material in a variety of ways. This may be through: poems, stories, speaking and listening activities, recounts, art work, drama, discussions and displays.
  • Opportunities to work individually and in small or larger groups.
  • Suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways, for example, by:
    • setting common tasks which are open-ended and can have a variety of responses;
    • providing resources of different complexity, adapted to the ability of the child;
    • providing resources that aid writing and reading skills in order to respond appropriately.