- At Chesterfield we encourage curiosity and embrace the opportunity to learn from other religions, beliefs, cultures and practises.
- Through enquiry based learning, we ensure our children acquire and develop knowledge and understanding of the world faiths and principal religions represented in Great Britain.
- We intend to develop the children’s understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures and to appreciate the way that religious beliefs shape life and our behaviour. By exploring similarities and differences, we also highlight connections and commonalities that unite us as well as differences that enrich our community.
- Like all curriculum areas, the RE curriculum promotes a multi disciplinary approach that addresses complex concepts that children will otherwise not be exposed to until later in their life. Children implicitly discover theology, philosophy, human and social sciences through discussions, big questions, role-play and research.
- We deliberately foster strong links between the PHSE curriculum, British Values and SMSC development as children begin to understand the complexities of people’s lives. Through our teaching of RE, we strive to encourage our children to become open-minded, curious and respectful citizens who understand and value the beliefs of others.
- In line with our curriculum driver, developing aspirations and possibilities for all, we want our children to approach their learning with a growing passion to explore the dynamic - ever changing society and aim to be anthologists, lecturers or social workers. Our curriculum drivers of oracy, emotional intelligence and aspirations shape every aspect of RE and are embedded in teaching and learning and develop the child as a whole.
- Our RE curriculum is based on the Enfield Agreed Syllabus for Religious Education which aims to prepare children to thrive in a multi-cultural world which is rich in faiths and beliefs.
- During RE lessons, children learn about the six principal religions represented in the United Kingdom (Christianity, Judasim, Islam, Sikhism, Hinduism and Buddhism). We help the children to learn from religions as well as about religions. As part of our school designed unit, we have introduced Alevism, which is a belief that is widely practised in the UK and across the world.
- Lessons build on prior learning and knowledge and skills are developed year on year to ensure children can transfer key knowledge into their long-term memory.
- Children participate in a weekly lesson, which focuses on subject knowledge, critical/evaluative thinking and personal spiritual development.
- The curriculum is further enhanced through assemblies, guest speakers/visitors as well as by educational visits to places of worship within our local community.
Throughout the RE curriculum, children have the opportunity to:
- Visit places of worship and focus on symbols, feelings and the impact and reality of religion on the local and global community.
- Listen and respond to visitors from local faith communities.
- Use their senses and have times of quiet reflection.
- Discuss religious and philosophical questions.
- Use art and design, music, dance and drama to develop their creative talents and imagination.
- Share their own beliefs, ideas and values and talk about their feelings and experiences.
- Begin to use ICT to explore religions and beliefs as practised in the local and wider community.
By the end of their primary education our children will:
- Begin to have a sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society.
- Understand the need to respect others, including people with different faiths and beliefs and help to challenge prejudice.
- Ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and value of religion.
- The ability to begin to make reasoned and informed judgements about religious and moral issues.
- The ability to think for themselves and take the initiative in, for example, asking questions, carrying out investigations, evaluating ideas and working constructively with others.
- Significant levels of originality, imagination or creativity, which are shown in their responses to their learning in RE.
- The ability to link the study of religion and belief to personal reflections on meaning and purpose.