Religious Education
The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise responses to these questions, as well as develop responses of their own.
Sandwich Junior School is following the Kent Agreed Syllabus which means pupils are not only learning about a variety of religions, but from religion. Pupils are taught knowledge, skills and understanding through learning about Christians, Muslims, Hindus Jewish people, as well as Humanist views.
In other words: RE explores big questions about life, to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion, reflecting on their own ideas and ways of living.
Throughout their time at Sandwich Junior School we introduce pupils to an extended range of sources and subject specific vocabulary, they are encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils are also encouraged to express their own ideas in response to materials which we engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views.
By the end of their time here pupils will be able to:
- Know and understand a range of religions and worldviews
- Express ideas and insights about the nature, significance and impact of religions and worldviews.
- Gain and deploy the skills needed to engage seriously with religions and worldviews.
MISSION STATEMENT
CURRICULUM MAP
whole school re curriculum map 2022.pdf
WHAT WE TEACH
- Kent Agreed Syllabus.
- Making cross-curricular links, through individual subjects, as well as during our themed weeks. We give pupils the tools they need to express themselves clearly through things like discussion, speaking and listening and drama activities such as hot seating, debate and acting out bible stories. Views are also expressed through discussions, art work and written pieces.
- Where possible we allow pupils to engage in meaningful, informed and academic dialogue with those of other faiths and none.
- We allow pupils to develop evaluative responses of their own to questions and issues addressed in RE through allowing opportunities to discuss ideas and opinions in a safe and supportive environment.
END OF KEY STAGE OUTCOMES
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A1. Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their significance. |
B1. Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities. |
C1. Discuss and present thoughtfully their own and others' views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own in different forms including (eg) reasoning, music art and poetry. |
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A2. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities. |
B2. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in diverse communities being studied and in their own lives. |
C2. Consider and apply ideas about ways in which diverse communities can live together for the wellbeing of all, responding thoughtfully to ideas and community, values and respect. |
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A3. Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning. |
B3. Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences within and between different religions and worldviews. |
C3. Discuss and apply their own and others' ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response. |
The following Key questions are designed to help pupils achieve the end of key stage outcomes:
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Year 3 |
What do different people believe about God? |
What does it mean to be a Christian in Britain today?
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Why are festivals important to religious communities?
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Why is the Bible so important for Christians today? |
Why do people pray? |
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Year 4 |
What can we learn from religions about deciding what is right and wrong? |
What does it mean to be a Hindu in Britain today? |
Why is Jesus inspiring to some people? |
Why are festivals important to religious communities?
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Why do some people think that life is like a journey and what significant experiences mark this? |
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Year 5 |
What does it mean to be a Muslim in Britain today? |
What would Jesus do? (Can we live by the values of Jesus in the twenty-first century?) |
Why do some people think God exists? |
If God is everywhere, why go to a place of worship?
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Year 6 |
Is it better to express your beliefs in arts and architecture or in charity and generosity? |
What difference does it make to believe in ahimsa, grace and/or Ummah? |
What matters most to Christians and humanists? |
What do religions say to us when life gets hard? |
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