RE

Religious Education (RE) at HPA has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The intent of RE at HPA considers Article 9 of the Human Rights as a foundation – the freedom of thought, belief and religion; as well as the British value of mutual respect for and tolerance of those with different faiths and beliefs, and for those without faith.

In line with the Kent Agreed Syllabus (KAS) for RE (Kent Agreed Syllabus) ‘The principle aim of RE is to engage pupils in an inquiry approach into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.’

In child-friendly language, ‘RE explores big questions about life, to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion, reflecting on their own ideas and ways of living.’ 

The key aims for religious education are reflected in the two attainment targets:

• Attainment Target 1- Learning about religion and belief

• Attainment target 2- Learning from religion and belief

The development of knowledge, skills and understanding focuses on these two key aspects of learning in Religious Education at HPA. 

The design of the RE curriculum at HPA is built upon the above guidance from KAS as well as the IB Themes under which the area of religion and faith is explored. This is both vertical, horizontal and diagonal in design to ensure that each group is approaching the area of a religion through the lense of the Central Ideas created from the IB Themes.

Religious Education is unique in the school curriculum in that it is neither a core nor a foundation subject, however the guidance released in 2010 views it as an important curriculum subject. Following both the KAS and the religions represented in the school community at HPA, the religions that are covered are built upon these with attention given to Christianity as the predominant religion. 

Within the progressive lessons throughout the school, pupils are given the opportunity to understand and build on skills around the subject with knowledge being built up and explored. In addition to RE lessons, teachers include RE through their termly themed inquiries, where appropriate. 

Experiences and enrichment opportunities at HPA

• handling artefacts

• exploring sacred texts

• using imaginative play or drama to express feelings and ideas

• responding to images, games, stories, art, music and dance

• meeting visitors from local religious communities

• making visits to religious places of worship where possible, and where not, making use of videos and the internet

• using ICT to further explore religion and belief globally

• comparing religions and worldviews through discussion

• debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these

Early Years Foundation Stage

Pupils explore and learn about traditions, beliefs and world views outside of their own experiences through shared experiences of pupils through Tapestry. Through the ‘in the moment’ nature of the EYFS, pupils will share important cultural and religious events in their own experiences in a way that is authentic to them. 

Learning about religion and faith

When these experiences are shared, pupils will be encouraged to:

• Explore through guided questioning the reasons for particular events or experiences

• Identify simple features of religious life and practice – what activities do they take part in

• Recognise some religious words

• Name and recognise some religious symbols that are shared

• Explore shared British cultural traditions (Easter eggs, Christmas, Fireworks) 

Designed opportunities:

• Recognise some religious beliefs or teachings through shared stories from different religions communities and cultures

• Take part in shared whole school events that celebrate religious festivals

• Encourage pupils to share their experiences with one another through play as the opportunity arises.

Learning from religion and faith

Pupils are encouraged to:

• Recognise their own experiences and feelings in religious stories and celebrations

• Recognise there are similarities and differences between theirs and others lives

• Identify what they find interesting about religious events

• Question what they find puzzling in religious stories

• Say what matters to them and to talk about how to care for others

Key Stage One

During this key stage, pupils are taught the knowledge, skills and understanding through religion and belief through the lense of the IB themes and Central Ideas.  The main religions that are studied are the Abrahamic faiths: Christianity, Islam and Judaism.  The following include examples of how children will learn about religion and belief and from religion and faith.

Learning about religion and faith:

In Key Stage One pupils are taught to:

• Understand what a belief is and why it is important to people.

• Understand that there is more than one belief system.

• Ask and answer simple questions about what they have seen or heard.

• Show curiosity by voluntarily asking questions about what they have seen, heard or read.

• Access (read or listen to) religious poems, stories and non-fiction.

• Read, hear and discuss religious literature; start to make own selections

• Explore a range of celebrations, teachings and traditions in religions, noting similarities and differences

• Recognise how belonging to a religion is important to people and the impact it has on their lives

• Explore how religious beliefs and ideas are expressed

• Begin to establish a religious vocabulary and suggests meanings for religious symbols

• Identify ways that religion is presented and represented (eg fiction, images, maps).

• Understand the concept of right and wrong, and accept that other people and other faiths may view this differently.

Learning from religion and belief

• Reflect on what matters to them and others who hold religious views

• Recognise and start to explain the moral of a story.

• Recognise there are similarities and differences between theirs and others lives

• Communicate their ideas and ask and respond to questions

• Recognise how religious ideas and beliefs impact people’s lives personally and socially

• Demonstrate respect for others 

Key Stage Two

During this key stage, pupils are taught knowledge, skills and understanding through deeper inquiry into known religions (Abrahamic) as well developing an understanding of other world religions, specifically Sikhism and Hinduism. The following include  examples of  what children will learn about religion and belief and from religion and faith.

Learning about religion and belief

Pupils should be progressively taught to:

• Compare and contrast beliefs and faiths .

• Ask and answer relevant questions that are relevant to RE

• Select and discuss literature that is explicitly and implicitly religious.

• Discuss a wide range of religious literature and start to link to other faiths.

• Explain relevance and reliability.

• Find links between stories within and between beliefs and faiths.

• Explore and comment on the key aspects of religions, believer’s lives, their stories and traditions and their influence

• Explore how practices are related to beliefs and teachings

• Interpret information about religion and religious beliefs through a range of sources

• Recognise similarities and differences within and between religions

• Consider how religious and spiritual ideas are expressed

• Describe and begin to encounter religious and other responses to ultimate questions and ethical or moral issues

• Use a developed religious vocabulary when discussing and expressing their knowledge and understanding

Learning from religion and faith

Pupils should be taught to:

• Explain a personal response to (parts of) books and religious texts.

• Reflect on what it means to belong to a faith community and how this relates to them and others’ lives

• Recognise how religious practice is conducted in a variety of ways

• Discuss their own and other’s views of religious truth and belief

• Reflect on morality and how people respond to decisions they are faced with

• Reflect on sources of information and what they find value in in their own and other’s lives

• Demonstrate a respect for other people’s knowledge.

• Explain how people can show respect for other religions (opinions).

• Modify behaviour to demonstrate respect for others

At HPA, we envision our RE curriculum impacting the pupils in the following ways:

• Extend their knowledge and understanding of religions and beliefs

• Develop a religious vocabulary and interpret religious symbolism in a variety of forms

• Reflect on questions of meaning, offering their own thoughtful and informed insights into religious and secular world-views

• Explore ultimate questions of beliefs and values in relation to a range of contemporary issues in an ever-changing society

• Understand religions’ place in the local and global community

• Respect the beliefs and values of others as articulated in Article 9 of the Human Rights and as British Citizens. 

The impact our RE curriculum is having is sought in a number of ways, including:

• Pupil’s voice

• Through recall in our weekly story of the week

• Through connections made during other Transdisciplinary inquiry

• Action that individuals, year groups or the whole school take part in

• Evidence of skills and progression in book looks 

• Through the respect that pupils show for others of different faiths and beliefs to their own