Subject Vision

R.E. in Earl Spencer is taught through substantive and disciplinary knowledge to promote a deep understanding that reflects on our children’s beliefs and attitudes.  They will understand there are those who hold beliefs different from their own and the importance of working, living alongside and respecting the faith of those with different beliefs.

They will be taught through both substantive and disciplinary knowledge.

 ‘substantive’ knowledge: knowledge about various religious and non-religious traditions

There is specific, factual content (substantive knowledge), taught in a clear and progressive way. Pupils fully understand the knowledge base that they are building upon and subject-specific vocabulary is also detailed in a clear progression across all years. 

‘Disciplinary knowledge:

 Pupils learn that studying R.E. involves learning about perspectives and interpretations. Pupils build skills that think about the status and origins of the content.

Intent

At Earl Spencer Primary School, we believe that it is important for all our pupils to learn from and about religion according to the Northamptonshire Locally Agreed Syllabus 2018-2023, so that they can better understand the world around them.

The aim of Religious Education in our school is:

To learn about religion by:

• acquiring and developing knowledge and understanding of Christianity and other principal religions represented in Great Britain
• developing an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures.
• enquiring into, and investigating the nature of religion, its beliefs, teachings and ways of life, sources, practices and forms of expression.  It includes the skills of interpretation, analysis and explanation. 

Learn from religion by:

• developing a positive attitude towards other people, respecting their right to hold different beliefs from their own and towards living in a society of diverse religions
• developing the ability to make reasoned and informed judgements about religious and moral issues with reference to the teachings of the principal religions represented in Great Britain
• enhancing their spiritual, moral, social and cultural development by:

• developing awareness of the fundamental questions of life raised by human experiences, and how religious teachings can relate to them
• responding to such questions with reference to the teachings and practices of religions and to their understanding and experience
• reflecting on their own beliefs, values and experiences in the light of their study.

Implementation 

At Earl Spencer Primary School, we follow the Discovery RE schemes of work to deliver the Northamptonshire Locally Agreed Syllabus and, in accordance, across all year groups, Religious Education will:

• adopt an enquiry-based approach beginning with the children’s own life experience before moving into learning about and from religion.
• provoke challenging questions about the meaning and purpose of life, beliefs, the self, and issues of right and wrong, commitment and belonging. encourage pupils to explore their own beliefs (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.
• enable pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society.
• teach pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice.

• prompt pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.

• develop a sense of awe, wonder and mystery.
• nurture children’s own spiritual development

Each year group will study two different faiths, one of which is Christianity with Christmas and Easter given new treatment each year and as such developing learning in a progressive way.  This progressive enquiry model enables children to be introduced to new faiths and ideas together with building on existing knowledge (knowing more and remembering more) and deepening their understanding of key beliefs.

In the Foundation stage, the curriculum is based upon 15-minute small play-based teaching lessons, which are then supported and strengthened through a wider variety of play activities with a themed approach.  This will help the children respond to a key learning question about the chosen world faith. These themes are Special People, Christmas, Celebrations, Easter, Story Time and Special Places.

In Key Stage 1 children will study Christianity in both year groups and will be introduced to Judaism in Year 1 and Islam in Year 2.

In Key Stage 2, children will study key concepts of Christianity each year and will also study Hinduism (Year 3), Buddhism (Year 4), Sikhism (Year 5) and Islam (Year 6).

The Discovery RE units of work follow an enquiry-based learning model. Teaching strategies are varied and mindful of preferred learning styles including the need to vary and adapt lessons according to children’s needs.

Each religious enquiry follows a set of steps to enhance learning opportunities:

It starts with an Engagement lesson, which primarily draws on the children’s own life experiences to create a bridge into the main investigation of the religion being studied over a series of two to three lessons.  Learning is assessed as children are given an opportunity to express their own thoughts and beliefs and articulate their learning outcomes from the lesson series. 

Across the year, children will receive the equivalent of between 45 minutes to an hour of teaching and learning each week.

Impact

Through our Religious Education curriculum, we believe that we encourage pupils to develop positive attitudes about learning and respecting the religious and non-religious beliefs, faiths, and values of others.  It provides the means to celebrate the diversity of the school community and promote positive images of people in the wider community, including their beliefs, traditions, culture, language, and history.

It ensures that children develop spiritually, academically, emotionally, and morally to promote and realise a better understanding of themselves and others and to equip them with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world.

Children will be able:

• To extend their knowledge and understanding of religions and beliefs as well as having a stronger awareness of the world around them.
• To feel they are valued as individuals and that their beliefs are respected and celebrated.
• To feel safe to learn new things and share their beliefs with others in an accepting, empathetic and relaxed environment underpinned by the values of Belonging, Respect, Curiosity and Pride.
• To develop self-awareness and curiosity with the ability to make links between their own lives, customs, rituals and celebrations, and those of others in their community and in the wider world.
• To respect themselves, their own religious views and others’ religious or non-religious views, opinions, customs and practices.
• To develop open-mindedness and empathy by fostering life skills such as dialogue, investigation, evaluation, and reflection.
• To acquire a religious vocabulary and interpret religious symbolism in a variety of forms.
• To reflect on questions of meaning, offering their own thoughtful and informed insights into religious and secular worldviews appropriate to their age and cognitive development.

To explore ultimate questions of beliefs and values in relation to a range of contemporary issues in an ever-changing society, appropriate to their age.