Remarkable Religious Education


The Green Way Academy is proud to serve the community of North Hull and give our pupils the very best learning opportunities and experiences regardless of their circumstances. We are committed to delivering an exciting, inspirational, and motivating curriculum which enables pupils to become independent learners preparing them for their next steps in life. Our mission is pure and simple: we want all of our pupils to experience success and have high aspirations so that they can go on to lead a remarkable life. This is the golden thread that binds us all together – the reason that despite our very different paths to The Green Way Academy, we are all part of one family.

Our 3 Key Curriculum Drivers:

1. Remarkable Aspirations – we provide exceptional experiences which show our pupils the wide range of possibilities available for their future.

2. Remarkable Environment – we provide a safe haven for all our pupils to flourish and lead a remarkable life

3. Remarkable Learners - we offer a wide range of experiences to allow our pupils to become independent and resourceful learners and reach their full potential

Aspirations, Environment and Learners!

The Purpose of RE

Religious Education (RE) contributes dynamically to our children’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.

In RE we learn about and from religions and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions. They learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.

Our teaching therefore should equip pupils with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities. It aims to develop in our pupils an aptitude for dialogue so that they can participate positively in our society with its diverse religions and worldviews. Our pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence.

Our pupils learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.

Aims of our RE programme

Our curriculum for RE aims to ensure that all pupils:

Know about and understand a range of religions and worldviews, so that they can:

· describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals

· identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews

· appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.

Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:

· explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities

· express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues

· appreciate and appraise varied dimensions of religion or a worldview.

Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:

· find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively

· enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all

· articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.

Skills and Processes in RE

The following skills are central to religious education and should be reflected in learning opportunities at all key stages.

a) Investigation – this includes

-asking relevant questions

-knowing how to use different types of religious texts as a way of gathering information and how to approach those texts in a critical manner -knowing what may constitute evidence for understanding religions observing and listening

b) Interpretation – this includes:

-the ability to draw meaning from artefacts, works of art, poetry and symbolism --the ability to interpret religious language -the ability to suggest meanings of religious texts

c) Reflection – this includes:

-the ability to reflect on feelings, relationships, experience, ultimate questions, beliefs and practices

d) Empathy – this includes:

-the ability to consider the thoughts, feelings, experiences, attitudes, beliefs and values of others -developing the power of imagination to identify feelings such as love, wonder, forgiveness and sorrow -the ability to see the world through the eyes of others and to see issues from their point of view

e) Evaluation – this includes:

-the ability to debate issues of religious significance with reference to evidence and argument -weighing the respective claims of self-interest, consideration for others, religious teaching and individual conscience

f) Analysis – this includes:

-distinguishing between opinion, belief and fact; -distinguishing between the features of different religions

g) Synthesis – this includes:

-linking significant features of religion together in a coherent pattern -connecting different aspects of life into a meaningful whole.

h) Application – this includes:

-making the association between religions and individual, community, national and international life; -identifying key religious values and their interplay with secular ones

i) Expression – this includes:

-the ability to explain concepts, rituals and practices -the ability to identify and articulate matters of deep conviction and concern and to respond to religious issues through a variety of media

j) Collaboration – this includes:

-the ability to work together and learn from each other

Qualities to be Fostered in RE

There are some qualities that are fundamental to RE, in that they are prerequisites for entering fully into the study of religions and learning from that experience.

The following should be fostered:

a) Commitment – this includes: - understanding the importance of commitment to a set of values by which to live ones’ life

- willingness to develop a positive approach to life

- the ability to be challenged

- willingness to develop values and commitments.

b) Fairness – this includes: - listening to the views of others with respect

- careful consideration of other views

- willingness to consider evidence and argument

- readiness to look beyond surface impressions

c) Respect – this includes: - respecting those who have different beliefs and customs to one’ own

- recognising the rights of others to hold their own views

- avoidance of ridicule

- discerning between what is worthy of respect and what is not

- appreciation that people’s religious convictions are often deeply felt, recognising the needs and concerns of others

d) Self-understanding – this includes:

- developing a sense of self-worth and value

- developing the capacity to discern the personal relevance of religious questions

e) Enquiry – this includes: -curiosity and a desire to seek after truth

- developing a personal interest in metaphysical questions

- an ability to live with ambiguities and paradox

- the desire to search for the meaning of life

- being prepared to reconsider existing views

- being prepared to acknowledge bias and prejudices in oneself

- willingness to value insight and imagination as ways of perceiving acknowledged realities

f) Openess – this includes: - developing a sense of awe, wonder and delight

RE and British Values

The Green Way Academy actively promotes the British values of:

· Democracy

· The rule of law

· Individual liberty

· Mutual respect

· Tolerance of those with different faiths and beliefs.

By actively promoting these values we challenge opinions or behaviours in school that are contrary to British values. RE lessons offer structured and safe space during curriculum time for reflection, discussion, dialogue and debate. Excellent teaching or RE enables pupils to learn to think for themselves about British values. In RE pupils learn the skills and develop attitudes that help protect themselves and others from harm throughout their lives.

The RE classroom is a democratic classroom where all pupils have an equal right to be heard and democracy is modelled by the teacher and expected of every pupil. In RE pupils examine different codes for living and consider the value of the rule of law where all people are equal before the law. They consider questions about identify and belonging. Religion is a good case study of the balance between individual liberty and the greater good. RE can challenge pupils to be increasingly respectful and to celebrate diversity of different cultures, faiths and beliefs.

RE and Spiritual, Moral, Social and Cultural Education

Through our provision of Spiritual, Moral, Social and Cultural (SMSC) aspects, 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 widel

· 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 culture

· encourage respect for other people

· 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