Holistic Curriculum

RE

Religious literacy and tolerance towards those whom we live alongside is a vital aspect of modern life and this is reflected by its status within the school. At North Thoresby Primary Academy we are defining this more specifically as: 

"Helping children and young people hold balanced and well-informed conversations about religion and belief."

The intent for Religious Education within the schools is as defined in the Lincolnshire Locally Agreed Syllabus:

Theology (what do people believe)

This is about believing. It looks at where beliefs come from, how they have changed over time, how they are applied differently in different contexts and how they relate to each other.

Philosophy (How do people think)

This is about thinking. It is about finding out how and whether things make sense. It deals with questions of morality and ethics. It takes seriously the nature of reality, knowledge and existence.

Human/social sciences (living)

This is about living. It explores the diverse ways in which people practise their beliefs. It engages with the impact of beliefs on individuals, communities and societies.

The Lincolnshire Agreed Syllabus has an approach that sequences learning so that pupils are building on prior learning. It looks at three religions in depth: Christianity, Islam and Hinduism, and then provides some more thematic units so that schools can introduce other religions and non-religious worldviews. 

PSHE

At North Thoresby Primary Academy we use personal, social and health education (PSHE) to enable our children to become healthy, independent and responsible members of a society. 

PSHE aims to help our pupils:

• understand how they are developing personally and socially.

• tackle many of the moral, social and cultural issues that are part of growing up. 

• to have opportunities to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. 

• to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.

 It encourages pupils to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic well-being. 

A critical component of PSHE education is providing opportunities for children and young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future. 

The programme of study is based on three core themes within which there is broad overlap and flexibility: 

• Core theme 1 - Health and Wellbeing

• Core theme 2 - Relationships 

• Core theme 3 - Living in the Wider World

SMSC

Spiritual, Moral, Social and Cultural education (SMSC) enables children to become healthy, independent and responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. 

The aims of Spiritual, Moral, Social and Cultural education are to enable the children to:

• know and understand what constitutes a healthy lifestyle;

• be aware of safety issues;

• understand what makes for good relationships with others;

• have respect for others;

• be independent and responsible members of the school community;

• be positive and active members of a democratic society;

• develop self-confidence and self-esteem, and make informed choices regarding personal and social issues;

• develop good relationships with other members of the school and the wider community.

British Values

We promote the fundamental British values of Democracy, Rule of Law, Individual Liberty, and Mutual Respect and Tolerance of those with different Faiths and Beliefs.  Actively promoting these values means challenging opinions or behaviours in school that are contrary to fundamental British values. 

Through the provision of British Values we: 

• enable students to develop their self-knowledge, self-esteem and self-confidence; 

• enable students to distinguish right from wrong and to respect the civil and criminal law of England; 

• encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely; 

• enable students to acquire a broad general knowledge of and respect for public institutions and services in England; 

• further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures; 

• encourage respect for other people; and 

• encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.