At Hurstbourne Tarrant CE Primary School, it is our intention for Religious Education to provide a rich and wide range of experiences inside and outside the classroom. We aim to give children opportunities to develop concepts and skills that will help them to make sense of their own experiences and beliefs, and to understand the beliefs and practices of members of faith communities. It is also our aim that Religious Education:
- enables pupils to understand the nature of Christian beliefs and practices and the beliefs and practices of other world faiths;
- teaches tolerance and challenges prejudice towards people of different faiths through providing opportunities to develop an understanding of the value of living in a multicultural, multi-faith and multi-lingual society;
- helps pupils reflect upon their own needs, experiences and questions and to confront what are sometimes referred to as ‘big questions’;
- encourages pupils to develop open minds to new and different concepts and to form their own opinions based on evidence and argument;
- maintains close links with our local church and other religious communities;
- teaches children to learn from religions in addition to gaining knowledge and understanding about religions.
In Religious Education, we study the diversity of the world and different religious beliefs and practices. We follow the Hampshire, Southampton, Portsmouth and Isle of Wight agreed syllabus, ‘Living Difference IV’ which encapsulates the key religions represented in the UK. To support us in our teaching of Christianity, we use the 'Understanding Christianity' resources which ensures progression from Year R through to Year 6.
What is this syllabus for?
The Education Act 2002 states that:
- RE is a statutory subject to be taught in all schools except nursery schools
- RE in all community, foundation and voluntary controlled schools should be taught in
accordance with the locally agreed syllabus
- Parents have the right to withdraw their children from RE lessons -see section below for
- Each county/council must have a Standing Advisory Council for Religious Education (SACRE)
- The agreed syllabus for RE must reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the other principal religions represented in the country
- SACRE should review its agreed syllabus every five years.
*Withdrawal from RE
Parents have the right to withdraw their children from parts or all of the RE curriculum. We hope however that in the first instance School would be able to discuss with parents their particular concerns.
Religious Education at Hurstbourne Tarrant - what we teach (Implementation):
At Hurstbourne Tarrant, we look at key concepts and ideas surrounding Christianity and each class has a focus world religion that is also studied.
Spring Class focus on the important ideas of Christianity and Judaism
Summer Class look at key aspects of Christianity and Judaism.
Autumn Class study significant areas of Christianity and Hinduism.
Winter Class deepen their understanding of Christianity and the Islamic faith.
The Living Difference IV syllabus is a concept based approach, looking at concepts that are common to all people, concepts that are shared by many religions and concepts that are distinctive to particular religions. As children move through primary school, they will have the opportunities over time to engage with all three groups of concepts.
We use the ‘Understanding Christianity’ resource to support pupils in developing their understanding of Christianity, as a contribution to their understanding of the world and their own experience within it. This again is a concept based approach with pictorial references which help build a narrative and progressive understanding of Christianity.
Much of our RE teaching is carried out through exploring the children’s ideas and emphasis is given to discussion and positive, quality talk. Our religious education learning provides a rich and wide range of experiences inside and outside the classroom, which give children opportunities to develop concepts and skills that will help them to make sense of their own experiences and beliefs, and to understand the beliefs and practices of members of faith communities through open, fair minded enquiry. Our teaching is based around an enquiry methodology which works through the ' communicate, apply, enquire, contextualise and evaluate' process. Indoctrination and conversion are not part of the educational process and therefore have no place in religious education. Religious education is an educational subject in its own right, taught within an educational framework.