Skip to content ↓

Religious Education

Curriculum Statement - Religious Education at Stamshaw Junior School

Intent

Religious Education (RE) at Stamshaw supports children’s natural curiosity for the world them. RE teaches children to ask their own questions, to think independently and draw their own conclusions. At Stamshaw, we believe in an RE curriculum that inspires curiosity and helps contribute to the development of pupils’ own spiritual and philosophical views, exploring and enriching their own faiths and personal beliefs. RE lessons as Stamshaw provide children with the opportunity to discuss their opinions and justify their views, which are key life skills and can be advantageous to a range of other subjects. RE aims to support children to become lifelong thinkers, who question the views of others with respect and inquisitiveness.

Implementation

At Stamshaw Junior school, we teach religious concepts through the Living Difference III programme of study. Children learn about three world religions at Stamshaw Junior School: Christianity, Hinduism and Islam. The Living Difference III syllabus teaches children concepts that can be understood by all humans, for example, the concepts of friendship and sacrifice. Children then explore what the concept means to them, before looking at the same concept and what it represents to someone of a particular faith. In RE lessons, children are given lots of opportunities to discuss and challenge each other’s views, to collaborate with one another and reflect on their own thoughts. A new RE concept is taught each half-term, either one afternoon a week or blocked out as a RE day once a half-term. Children enjoy RE days and complete lots of different activities surrounding the concept, this allows them to immerse themselves in the learning.

Impact

RE allows children to have individual opinions about the different religious concepts they study. RE develops the skills of critical thinking, reasoning and explaining that are important in all areas of the curriculum. Children are given the opportunity to discuss and debate in a respectful manner, a skill that will benefit children throughout their lives. We provide our children with the confidence to ask important questions, while remaining respectful to believers of different faiths. In RE, we assess children in a range of different formats, including, verbal debate, creative work and drama. This allows all children to be assessed on their understanding of a religious concept and not other academic skills. RE helps to prepare pupils to become responsible citizens who respect and understand people with different beliefs to their own, reflecting the multi-cultural society we live in today.

Religious Education Ready to Progress Statement

Ready to Progress

By the end of Lower Key Stage 2 children should be able to:
Communication Children can describe their own responses to the human experience of the concepts studied.  
Apply They can describe examples of how their responses are, or can be, applied in their own lives and the lives of others.  
Enquire They can describe key concepts that are common to all people as well as those that are common to the lives of many living a religious life (A and B concepts).  
Contextualise They can describe how these concepts are contextualised within some beliefs and/or practices and/or ways of life of people living a religious life in the religion studied.  
Evaluate They can evaluate human experience of the concepts by describing their value to people and through dialoguing with others can recognise, identify and describe some issues raised.  
By the end of Upper Key Stage 2 children should be able to:
Communication Children and young people can explain their own response to the human experience of the concepts explored.
Apply They can explain examples of how their responses to the concepts can be applied in their own lives and the lives of others.
Enquire Children and young people can explain key concepts that are common to all people (A concepts) as well as those that are common to many religions (B concepts) and they can describe some key concepts that are particular to the specific religions studied (C concepts).
Contextualise They can explain how these concepts are contextualised within the beliefs and/or practices and/or the ways of life of people living a religious life in the religions studied.
Evaluate They can evaluate the concepts by explaining their value to people living a religious life by drawing on examples. Dialoguing with other children will enable them to discern for themselves and so identify and describe in increasingly complex ways some of the issues they raise.

Curriculum Overviews

Lower Key Stage R.E. Overviews

Upper Key Stage R.E. Overviews