Broadway Infants Religious Education Curriculum –
A summary for parents and carers
Broadway Infant School is a community school. All community, foundation and voluntary schools must provide Religious Education for all pupils including pupils at the Foundation stage (“Religious Education has equal standing in relation to National Curriculum subjects” (see DfE Circular 1/94 paragraph 20)
The local SACRE group in partnership with the local authority have issued revised curriculum guidance from September 2014 (Please see the full document for further details).
Every Local Education Authority (LEA) convene a SACRE (Standing Advisory Council for Religious Education) (s390 Education Act 1996) to advise the LEA with regard to Religious Education. South Gloucestershire’s Agreed Syllabus is statutory for all Community schools and Foundation schools in South Gloucestershire.
Religious Education at Broadway Infant School aims to enable pupils to:
- understand the nature of religion and what it would mean to take a religion seriously
- develop a knowledge and understanding of various religious and non-religious interpretations of life
- To explore the spiritual dimension of experience.
In order for pupils to understand ‘what it would mean to take a religion seriously, they need to develop an empathetic appreciation of how a practising member of a religion lives out their faith in everyday life. Religious Education at Broadway does not seek:
- To persuade pupils to adopt a religious viewpoint
- To impose a particular interpretation, Christian or otherwise.
We teach children about a variety of religions through their studies. In addition, whenever possible, we supportively promote the recognition and celebration of religious festivals that are significant to members of our school community.
The Right of Withdrawal from Religious Education:
- If the parent/carer of a pupil asks that she/he be wholly or partly excused from Religious Education, the pupil shall be excused (see SSFA s71).
- Under certain circumstances, a pupil may be withdrawn from the school premises to receive Religious Education, (see SSFA s71 (3) (c)).
- Under certain circumstances, a pupil at a Community, foundation or voluntary Secondary school may receive alternative Religious Education on the school premises, if the parent/carer requests this (see DfE Circular 1/94 paragraph 44 ).
- Teachers retain the right not to participate in or to conduct Religious Education (see DfE Circular 1/94 paragraph 141).
The South Gloucestershire SACRE has produced guidance to help schools deal with any requests by parents to withdraw their child from RE lessons. This is available from the Clerk to SACRE (see page 5 for SACRE contact details). The school will use this guidance as support should this situation arise.
Religious Education (RE) Curriculum 2014-15 Broadway Infant School:
RE IN THE EARLY YEARS FOUNDATION STAGE (Reception Classes)
The Early Years Foundation Stage is statutory. It sets the standards for learning, development and care for children from birth to 5. Religious Education is statutory for all children as part of the EYFS curriculum. The following information is used to aid planning for EYFS. The curriculum is based on four key principles which are supported by 4 themes: These principles and themes should underpin all provision for children in the EYFS stage. These principles are:
- Every child is a competent learner from birth who can be resilient, capable, confident and self assured.
- Children learn to be strong and independent from a base of loving and secure relationships with parents and or key person.
- The environment plays a key role in extending children’s development and learning.
- Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and interconnected.
- A unique child. Religious Education can support this by:
- developing a sense of identity and belonging
- Providing opportunities for personal reflection and spiritual development.
- Encouraging children to use their imagination and inquisitiveness to develop their appreciation and wonder of the world.
- Positive relationships. Religious Education can support this by:
- Developing respect and sensitivity to others, particularly those who have different faiths and beliefs.
- Enabling environments. The Environment should nurture and extend children’s emotional and spiritual well-being through:
- positive attitudes to differences
- resources that combat prejudice and provide an encounter with the unfamiliar
- an encounter with different places of worship
- opportunities to explore books and visual displays of special times and festivals
- interaction with and through objects or sacred artefacts and special people in relation to religion
- A place to encourage quiet times for reflection.
- Learning and development. Religious Education can support children in their development of:
- their understanding of right and wrong
- awareness of beliefs about God in both the Christian and other faiths
- An awareness of the different practices, traditions and celebrations of religions. E.g. prayer.
- A religious vocabulary.
For further detail please refer to the SACRE document.
During 2014-15 Key Stage 1 children will be taught R.E. lessons that will begin by asking the following key questions:
|Religious Education Curriculum Year 1 2014-15|
|Term:||Level||Focus for the Key Questions:|
|1||Key Question: What might God be like? Which stories help people to understand what God is like?|
|L1||Pupils will recall some religious stories that suggest what God might be like.Pupils will use some religious words and phrases from stories they heard about God.|
|L2||Pupils will retell some religious stories that suggest what God might be like.Pupils will identify characteristics of God and his relationship with people from the stories they have heard e.g. The Good Shepherd, Abraham.|
|L3||Pupils will make links between stories and what members of a faith community believe about God.Pupils will begin to use a developing religious vocabulary to describe how God is understood through religious stories.|
|2||Key Question: What happens at the celebration of a religious festival?|
|L1||Pupils will name and recognize features of key festivals and celebrations in a faith, e.g. Shabbat, Divali.|
|L2||Pupils will identify what happens at a religious festival.|
|L3||Pupils will make links between how people celebrate in different faiths.|
|3||Key Question: How do people use the Arts and symbolism in a place of worship?|
|L1||Pupils can recognize some symbols and visual forms of religious expression in a place of worship.|
|L2||Pupils suggest meanings for religious symbols, icons and other art.|
|L3||Pupils can describe some symbols and artwork and identify why they are important to believers e.g. calligraphy in the mosque, statues in a church.|
|4||Key Question: What places and special objects are important to me?|
|L1||Pupils will talk about their own and other special places and objects|
|L2||Pupils will identify what makes places/objects important, and what memories are associated with them.|
|L3||Pupils identify places/objects that influences them, making links between others and their experiences.|
|5||Key Question: What is special about me? What is special about others?|
|L1||Pupils name their own and others special qualities.|
|L2||Pupils will identify how they might develop/use their talents to help others.|
|L3||Pupils will describe their own gifts and make links between these and their commitments and values.|
|6||Key Question: What do religious stories teach about friendship and care for others?|
|L1||Pupils will recall some stories that teach about friendship and care for others|
|L2||Pupils identify stories that teach about friendship and care and think about what is helpful in these stories for us today e.g. Guru Nanak feeding the poor and needy, Zaccheus.|
|L3||Pupils will recognize similarities and differences in stories from different religions about how we should show friendship and care for others and make links with their own values and commitments.|
|Religious Education Curriculum Year 2 2014-15|
|Term:||Level||Focus for the Key Questions:|
|1||Key Question: What do religious stories mean to members of a faith community? What books/stories are special to me?|
|L1||Pupils will name books that are important to them.|
|L2||Pupils will identify how believers respond to important stories and how this makes a difference to their lives. They will reflect upon their own understanding of these stories. I.e. Ruth and Naomi.Pupils will identify books that are special to them, giving reasons for their choices and suggesting how they look after their special books e.g. photograph albums, their baby book, books handed down in the family, special interest books about a hobby.|
|L3||Pupils will make links between stories and beliefs in the faiths they have studied.Pupils will identify how some books have influenced them.|
|2||Key Question: How do religious people demonstrate commitment to their community?|
|L1||Pupils will recognize how some members of a faith community demonstrate their faith by their practice and lifestyle.|
|L2||Pupils will identify how members of a faith community demonstrate their faith by e.g. services they attend, regular commitments, including prayer and rituals in a holy place.|
|L3||Pupils will describe ways in which members of a faith community show their commitment to their community.|
|3||Key Question: What can we learn about a place of worship from religious artefacts?|
|L1||Pupils will recognize and name some artefacts in a place of worship.|
|L2||Pupils will identify how artefacts help believers to worship.|
|L3||Pupils will describe how religious artefacts help people to worship.|
|4||Key Question: How do other people care for me?|
|L1||Pupils will talk about how people they know show love, care and responsibility towards them e.g. relatives, friends, and teachers.|
|L2||Pupils will respond sensitively to questions about their own and others experience of being cared for.|
|L3||Pupils will identify what influences them, making links between their own and others experiences|
|5||Key Question: Why do I celebrate? Why/how do others celebrate>|
|L1||Pupils will talk about their own experiences of celebration|
|L2||Pupils identify similarities in the way that people celebrate important events.|
|L3||Pupils identify similarities in the way that people celebrate important events.|
|6||Key Question: How do I care for others?|
|L1||Pupils talk about ways they show care for others.|
|L2||Pupils will respond sensitively to the experiences and feelings of others.|
|L3||Pupils will make links between their own and others experiences of caring for others, describing their own values and commitments.|