Religious Education
At Aldbrough Primary School, we follow the Hull and East Riding Agreed Syllabus for the teaching of Religious Education.
RE has an important part to play as part of a broad, balanced and coherent curriculum to which all pupils are entitled. RE subject matter gives particular opportunities to promote an ethos of respect for others, to challenge stereotypes and to build understanding of other cultures and beliefs. This contributes to promoting a positive and inclusive school ethos that champions democratic values and human rights.
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
- 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, they express their responses, thereby building resilience to anti-democratic or extremist narratives
- enables pupils to build their sense of identity and belonging which helps them flourish within their communities and as citizens in a diverse society
- teaches pupils to develop respect for others including people with different faiths and beliefs, and helps to challenge prejudice
- prompts pupils to consider their responsibilities to themselves and others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.
- In summary, Religious Education is important because it helps children and young people gain wisdom in the following areas of life:
- cultural, artistic, musical and literary: many great artists, composers, musicians and writers had deep religious and/or philosophical motivation and inspiration for their work. Many use religious themes and employ references to religious literature and thought in their work. How can we understand the insights they are communicating without knowledge of key religious ideas and stories?
- historical and geographical, scientific and technological: what is the meaning of life? Where are we going? What is 'true'? What is ‘best’? Where do we come from? Why are people different and why do they have different tastes and preferences? What is to be gained from a diverse society? How can we understand the history and traditional cultures of Britain and other countries without a knowledge and understanding of the religious and philosophical traditions which helped form them?
- moral and ethical: in the light of the many moral and ethical dilemmas we meet in life, ranging from the personal to the global, what is it to lead a good life? How do we know? Whom should we trust? How can we decide? Religious and philosophical principles and insights can help guide us when faced with moral dilemmas
- personal: How can I be happy? How can I best manage my relationships? What are the skills I need to succeed in life? What emotional resources do I need to maintain a healthy lifestyle? We can get insights from religions and philosophies studied in RE and get practice in 'skills for life' such as empathy, sensitivity, humility and in thinking and communicating well
- political, social and psychological: How can we best understand the relationships between people? Why do religion and belief feature in the news so much? What do religious and belief groups say about various contemporary issues? How can we best understand the religious practices and festivals celebrated by our neighbours? What motivates people? Why are our public institutions set up in the way they are? How do/should people behave when in positions of power? How do/should people react when others have power over them?
- Without knowledge of religions and beliefs, our gathered wisdom in all these aspects of our lives will be incomplete.
The agreed syllabus for religious education has four purposes.
1. To establish an entitlement
The agreed syllabus endorses an entitlement to learning in religious education for all pupils, irrespective of social background, culture, race, religion, gender, differences in ability and disabilities.
This entitlement contributes to their developing knowledge, skills, understanding and attitudes. These are necessary for pupils' self-fulfilment and development as active and responsible citizens.
2. To establish standards
The agreed syllabus sets out expectations for learning and attainment that are explicit to pupils, parents, teachers, governors, employers and the public.
It establishes standards for the performance of all pupils in religious education. These standards should be used to support assessment for learning. They may also be used to help pupils and teachers set targets for improvement and evaluate progress towards them.
3. To promote continuity and coherence
The agreed syllabus for religious education seeks to contribute to a coherent curriculum that promotes continuity.
It helps the transition of pupils between schools and phases of education and can provide a foundation for further study and lifelong learning.
4. To promote public understanding and respect for all
The agreed syllabus for religious education aims to increase public understanding of, and confidence in, the work of schools in religious education.
It recognises the extent to which the public is already involved with religious education, in the form of Standing Advisory Councils for Religious Education (SACREs), LAs, governing bodies and the relevant religious and secular authorities and communities.
It encourages those who are interested to participate in enriching the provision of religious education.
Spiritual and moral development
Section 78 (1) of the 2002 Education Act states that all pupils should follow a balanced and broadly based curriculum which 'promotes the spiritual, moral, cultural, social, mental and physical development of pupils and of society, and prepares pupils for the opportunities, responsibilities and experiences of later life'. Learning about and from religions and beliefs, through the distinct knowledge, understanding and skills contained in RE within a broadly based curriculum, is essential to achieving these aims. Exploring the concepts of religion and belief and their roles in the spiritual, moral and cultural lives of people in a diverse society helps individuals develop moral awareness and social understanding.
Religious education provides opportunities to promote spiritual development through:
- 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
- learning about and reflecting on important concepts, experiences and beliefs that are at the heart of religious and other traditions and practices
- considering how beliefs and concepts in religion may be expressed through the creative and expressive arts and related to the human and natural sciences, thereby contributing to personal and communal identity
- 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
- developing their own views and ideas on religious and spiritual issues.
Spirituality includes beliefs, whether religious or not, the search for meaning or purpose, relationships, creativity, a sense of otherness, wonder and awe, self-knowledge, feelings and emotions. Spiritual development can be the process by which people acquire not only knowledge, understanding, skills and attitudes about spirituality, but also the disposition to foster their own inner spirit, and to recognise it in others.
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
- 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
- studying a range of ethical issues, including those that focus on justice, to promote racial and religious respect and personal integrity
- considering the importance of rights and responsibilities and developing a sense of conscience.
Morality includes values and principles, attitudes and behaviour, knowledge of social conventions and codes of conduct, and the ability to make decisions about right and wrong. Moral development can be the process by which people develop the knowledge, understanding, skills and attitudes they need in order to make responsible moral decisions and act on them, and also the disposition to do what is right as a point of principle.
Spiritual and moral development has long been recognised as important and relevant to the curriculum as a whole. A requirement to encourage pupils' spiritual and moral development, among other things, was included in the Education Reform Act 1988 and re-affirmed in the Education Act 2002. This specified that the curriculum should promote the spiritual, moral, cultural, mental and physical development of pupils and of society, and prepare them for the opportunities, responsibilities and experiences of adult life.
The spiritual and moral dimension is important not only as a legal requirement but also because of the way it enriches teaching and learning.
Breadth of content
By the time pupils reach the end of key stage 2, they should have had the opportunity of a broad, inclusive religious education, drawing upon Christianity in the main and the other five principal religions represented in Great Britain, plus other religious and non-religious beliefs as appropriate. Christianity must represent at least half of the curriculum studied. Schools should also include studies of religious communities with a significant local presence.
Schools should decide, on the basis of their local context, which religions to study in each phase. It is incumbent upon teachers at subsequent key stages to build upon what has gone before.
Liaising between key stages ensures continuity, coherence and progression and a smooth transition between key stages.
We follow the recommendation that at:
- Early Years Foundation Stage, the learning outcomes are referenced to Christianity and as appropriate to a range of other beliefs and cultures, which could include non-theistic traditions
- Key Stage 1, Christianity and one other principal religion are considered
- Key Stage 2, Christianity and two others are considered
Breadth of learning
Pupils should be enabled to develop their understanding of essential knowledge and key skills by drawing on an appropriate balance of religion and belief in the context of religious and non-religious traditions.
For all key stages, the study of RE must include:
- Christianity
- other principal world religions
- religious communities of local significance
- secular world views such as humanism.
There may be opportunities to study other religious traditions as appropriate to the local context (such as the Baha’i faith, Jainism and Zoroastrianism,) through experiences of dialogue within and between beliefs and visits to, or encounters with, people of a variety of religions and beliefs. Pupils learn to use appropriate specialist vocabulary.
Compelling RE
Authentic learning and coherence in RE increase when pupils have opportunities for:
- making explicit links with other subjects
- regular engagement with local faith communities
- thematic exploration
- enquiry-based learning
- experiential learning.
Understanding key ideas is often promoted through:
Identity and cultural diversity
- supporting an exploration of each school’s unique identity and the communities that culturally define it - Who Do We Think We Are?
- studying the relationships, conflicts and collaboration within and between religions and beliefs through interfaith dialogue
- considering what religions and beliefs say about human rights and responsibilities, social justice and citizenship
Healthy lifestyles
- developing healthy minds, bodies and spirits inspires healthier lives
- expressing spirituality and understanding of human experience in a variety of ways
Community participation
- engaging with local religious communities to explore their impact, e.g. Faith-based Regeneration Network
- experiencing sacred spaces, e.g. Learning outside the Classroom
Enterprise
- finding out about the contribution of religious groups to the community, e.g. Big Society
- consider the contribution of faith-based charities in supporting people across the world
Global dimension and sustainable development
- considering stewardship of the earth and global issues
- discussing what religions and beliefs say about health, wealth, war, animal rights and the environment
Science and technology
- disseminating religious ideas and how they inform believers’ lives
- exploring religion and science - issues of truth, explanation, meaning and purpose, e.g. Damaris, BBC class clips
Creativity and critical thinking
- developing pupils’ thinking skills in consideration of questioning beliefs and concepts, e.g. Philosophy for Children
- considering key ideas and questions of meaning in religions and beliefs, including issues related to God, truth, the world, human life and life after death
- influencing ethical moral choices, including forgiveness and issues of good and evil
- engage with concepts in RE through the arts, e.g. Spirited Arts
The right of withdrawal
The parent of a pupil at a this school may request that they be excused from all or part of the religious education (RE) provided. However, much has changed since this right was enshrined in law. In the past, the subject was religious instruction rather than religious education as it is now. Religion and belief have become more visible in public life in recent years, making it even more important that all pupils should have an opportunity to engage in RE. Parents who wish to withdraw their children from RE should be aware of its aims and what is covered in the RE curriculum and will be given the opportunity to discuss this if they wish. It should be made clear whether the withdrawal is from the whole RE curriculum or specific parts of it. No reasons need be given.
Whilst parents or carers have a right to withdraw children from RE, they should note that children may also encounter religions and beliefs in other areas of the curriculum from which there is no right of withdrawal. On occasion, spontaneous questions about religious matters are raised by pupils or issues related to religion arise in other subjects such as history or citizenship. For example, schools promote community cohesion and help pupils to understand ideas about identity and diversity within both religious and non-religious contexts.
Managing the right of withdrawal
Parents have the right to choose whether or not to withdraw their child from RE without influence from the school, although our school will ensure parents and carers are informed of this right, through the school website and prospectus. Where parents have requested that their child be withdrawn, their right must be respected, and where RE is integrated in the curriculum, the school will discuss the arrangements with the parents or carers to explore how the child’s withdrawal can be best accommodated. If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching or to incur extra cost. Pupils will usually remain on school premises.
Schools should ensure that parents who want to withdraw their children from RE are aware of the educational objectives and content of the RE syllabus and that the agreed syllabus is relevant to all pupils, respecting their personal beliefs. They should be made aware of its learning outcomes and what is covered and should be given the opportunity to discuss these. In this way, parents can make an informed decision; the school may wish review their request in discussion with parents each year.
Where a request for withdrawal is made, the school must comply and excuse the pupil until the request is rescinded. Though not legally required, it is good practice for a head teacher to invite parents to discuss their written request. Where a pupil has been withdrawn, the law provides for alternative arrangements to be made for RE of the kind the parent wishes their child to receive. Section 71(3), School Standards and Framework Act 1998.
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Key Stage 1 |
Key Stage 2 |
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1.1 Belonging 1.2 Worship 1.3 What a wonderful world 2.1 Lead us not into temptation 2.2 Believing 2.3 Questions, Questions |
3.1 Remembering 3.2 Founders of faith 3.3 Encounters 4.1 Communities 4.2 People who inspire us 4.3 Our world 5.1 Expressions 5.2 Faith in action 5.3 Pilgrimage 6.1 Justice and freedom 6.2 Living a faith 6.3 Hopes and visions |
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Religion and Worldviews Education Policy Aldbrugh | [pdf 547KB] |
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2023 RE Subject Overview June 24 | [pdf 468KB] |
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RE skills progression document oct 23pdf | [pdf 569KB] |
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