Religious Education
CURRICULUM DRIVERS
To be inquisitive
Children will have opportunities to ask questions with regard to human experience, beliefs and values, living religious traditions and the search for personal meaning. They will be encouraged to consider the central question 'what does it mean to be human?'
To be challenged
Children will consider 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. Staff will give pupils the opportunity to develop knowledge and understanding of Christianity, of other principal religions, other religious traditions and worldviews that offer answers to questions such as these.
To be resilient
Children will learn to be persistent when considering challenging questions. Staff will encourage children to develop personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society.
Policy & attitudes
RIght of withdrawal
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Here at Kingsfold, we believe that Religious Education develops pupils’ knowledge and understanding of religion and their ability to respond to Christianity and other principal religions presented in Great Britain. By exploring issues within and across faiths, pupils learn to understand and respect different religions, beliefs, values and traditions and their influence on individuals, societies, communities and cultures.
The Agreed Syllabus of Religious Education seeks to support children in Lancashire schools in reflect upon, develop and affirm their own beliefs, values and attitudes through an exploration of shared human experiences and the place and significance of religion in the contemporary world.
Our programme of Religious Education will provide pupils with an opportunity to:
(i) develop principles for distinguishing right from wrong.
(ii) promote equality of opportunity and enable pupils to challenge discrimination and stereotyping
(iii) develop pupils’ ability to relate to others and work for the common good..
(iv) respond positively to opportunities and responsibilities, to manage risk and to cope with change throughout their lives
(v) approach with sensitivity and respect the beliefs, actions and feelings of other believers.
(vi) appreciate relationships between personal and shared religion.
(vii) develop appropriate ways of communicating their own thoughts, feelings and responses.
(viii) apply the insights derived from the process of Religious Education to the development of their own beliefs, values and attitudes.
(ix) develop pupils’ skills of enquiry and response through the use of distinctive language, listening and empathy.
Aims for the Religious Education Curriculum
The curriculum for RE aims to ensure that all pupils:
1. Know about and understand a range of religions and worldviews, so that they can:
- describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;
- identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews;
- and appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
2. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:
- explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;
- express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues;
- and appreciate and appraise varied dimensions of religion or a worldview.
3. Gain and deploy the skills needed to engage seriously with religions and worldviews, so
that they can:
- find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;
- enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all;
- and articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.
