RE
We teach religious education in accordance with Exploring Beliefs, Celebrating Diversity and the Agreed Syllabus for Devon and Torbay. The Agreed Syllabus is a programme of study which has been drawn up by members of the council, members of the education profession, and representatives of all the major faiths and denominations.
We aim to promote tolerance and respect for people of all faiths (and those of no faith), cultures and lifestyles through the effective spiritual, moral, social and cultural development of pupils. We also make links to the fundamental British values throughout our curriculum. We invite guest speakers into our school to talk to the children and share their beliefs, and visit places in the local community and further afield to learn the significance of these for a range of religions. The curriculum is designed to teach pupils about the world around them and how they can be part of it. It tries to develop a sense of personal identity and teaches children about relationships with other individuals and groups. It helps them to communicate and reflect on their thoughts and feelings and to approach and question ultimate values. Throughout their time at Seaton Primary, children explore different worldviews and begin to understand and develop their own.
“The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and worldviews, reflecting on their own ideas and ways of living.”
End of EYFS outcomes
People Culture and Communities ELG
Children at the expected level of development will:
• Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts, and maps;
• Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;
• Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.
End of Key Stage 1 outcomes
Make sense of a range of religious and non-religious worldviews:
- identify the core beliefs and concepts studied and give a simple description of what they mean
- give examples of how stories show what people believe (e.g. the meaning behind a festival)
- give clear, simple accounts of what stories and other texts mean to believers
Understand the impact and significance of religious and non-religious worldviews:
- give examples of how people use stories, texts and teachings to guide their beliefs and actions
- give examples of ways in which believers put their beliefs into action
Make connections between religious and non-religious beliefs, concepts, practices and ideas studied
- think, talk and ask questions about whether the ideas they have been studying have something to say to them
- give a good reason for the views they have and the connections they make
End of lower Key Stage 2 outcomes
Make sense of a range of religious and non-religious worldviews:
- identify and describe the core beliefs and concepts studied
- make clear links between texts/sources of authority and the key concepts studied
- offer suggestions about what texts/sources of authority can mean and give examples of what these sources mean to believers
Understand the impact and significance of religious and non-religious worldviews:
- make simple links between stories, teachings and concepts studied and how people live, individually and in communities
- describe how people show their beliefs in how they worship and in the way they live
- identify some differences in how people put their beliefs into action
Make connections between religious and non-religious beliefs, concepts, practices and ideas studied
- make links between some of the beliefs and practices studied and life in the world today, expressing some ideas of their own clearly
- raise important questions and suggest answers about how far the beliefs and practices studied might make a difference to how pupils think and live
- give good reasons for the views they have and the connections they make
End of upper Key Stage 2 outcomes
Make sense of a range of religious and non-religious owrldviews:
- identify and describe the core beliefs and concepts studied, using examples from sources of authority in religions
- describe examples of ways in which people use texts/sources of authority to make sense of core beliefs and concepts
- give meanings for texts/sources of authority studied, comparing these ideas with ways in which believers interpret texts/sources of authority
Understand the impact and significance of religious and non-religious worldviews:
- make clear connections between what people believe and how they live, individually and in communities
- using evidence and examples, show how and why people put their beliefs into action in different ways, e.g. in different communities, denominations or cultures
Make connections between religious and non-religious beliefs, concepts, practices and ideas studied
- make connections between the beliefs and practices studied, evaluating and explaining their importance to different people (e.g. believers and atheists)
- reflect on and articulate lessons people might gain from the beliefs/practices studied, including their own responses, recognising that others may think differently
- consider and weigh up how ideas studied in this unit relate to their own experiences and experiences of the world today, developing insights of their own and giving good reasons for the views they have and the connections they make