Curriculum Intent for Religious Education
Although RE remains statutory, we believe that its place within the curriculum is justified on purely educational grounds. We agree that there are two main educational purposes to RE:
Effective RE:
RE has a key role to play in enabling pupils to achieve, and in preparing them for, the opportunities, responsibilities and experiences of life.
Pupils’ own experiences, beliefs and perceptions lie at the heart of RE. This pupil‐centred approach both necessitates and ensures that they contribute to their learning.
Our R.E. curriculum provides our pupils with the opportunity to explore major and distinctive dimensions of human experience, including:
Implementation
Our R.E curriculum is consistent with the Oxfordshire Agreed Syllabus for R.E. Through a focus on Key Questions, our curriculum offers pupils:
Our pupils should be able to organise their knowledge, skills and understanding around the following elements:
These key elements underpin learning in a way that enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language.
Although RE remains statutory, we believe that its place within the curriculum is justified on purely educational grounds. We agree that there are two main educational purposes to RE:
- For pupils to learn about religions and beliefs which have influenced the lives of millions of people and heavily influenced the development of different human cultures. Pupils apply academic skills such as analysis and critical and creative thinking, approaching the study of religion with different disciplines as they mature.
- For pupils to learn more about themselves and their place in the world from their increasingly academic and creative exploration of religions and beliefs.
Effective RE:
- reaches pupils of any religious faith or none and of all academic abilities;
- does not seek to impose particular beliefs upon pupils, nor to compromise their own beliefs;
- explores what it means to be a person and the ways we should treat other people, developing understanding of, and respect for, diverse beliefs and cultures and thus contributes to anti‐racism and anti‐bullying;
- explores moral and social frameworks and encourages pupils to reflect on experience and emotions, behaviour and opinions
- challenges pupils to reflect on, engage with, question and explore their own and others’ understanding of life;
- contributes positively and powerfully to the spiritual, personal, social, moral and cultural development of pupils;
- provides opportunities for pupils to develop key skills and thinking skills;
- promotes creative and conceptual thinking and links these to universal and personal human experience so that learning is engaging, reflective, enjoyable and of personal significance.
- teaches children and young people about Christian and other religious and non‐religious beliefs, practices and responses to ultimate questions so that they can understand the world better and develop their own sense of place within it.
RE has a key role to play in enabling pupils to achieve, and in preparing them for, the opportunities, responsibilities and experiences of life.
Pupils’ own experiences, beliefs and perceptions lie at the heart of RE. This pupil‐centred approach both necessitates and ensures that they contribute to their learning.
Our R.E. curriculum provides our pupils with the opportunity to explore major and distinctive dimensions of human experience, including:
- a sense of things having a transcendence or divine aspect that calls for reverence or worship;
- spiritual and religious experience and the different ways of interpreting this;
- a sense of belonging to something greater than oneself;
- the tendency to search for meaning, purpose and value in life;
- a sense of a shared humanity and the diverse cultural experiences and expressions of this.
Implementation
Our R.E curriculum is consistent with the Oxfordshire Agreed Syllabus for R.E. Through a focus on Key Questions, our curriculum offers pupils:
- the chance to raise and reflect on perennial questions about life
- insights into the development of different human cultures.
Our pupils should be able to organise their knowledge, skills and understanding around the following elements:
- understand the nature, role and influence of different religions, traditions, beliefs and lifestyles in the world;
- pursue personal quest for meaning, purpose and value;
- formulate reasoned opinions/arguments in relation to controversial issues and truth claims;
- develop understanding of and respect for different beliefs and lifestyles.
These key elements underpin learning in a way that enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language.
Please click on the icons below to find out more about how we implement the R.E curriculum within our school.
| theagreedsyllabus2015-2020.pdf |
| sgeps_re_skillsprogression.pdf |
| re_curriculum_overview_ks1_2020.pdf |
| re_curriculum_overview_ks2_2020.pdf |