The principal aim of RE is to engage pupils in systematic enquiry 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.
The purpose of RE
· Religious education contributes dynamically to children’s and young people’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 pupils learn about and from religious and non-religious worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions.
· Pupils learn to evaluate wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.
· Teaching therefore should equip pupils with systematic knowledge and understanding of a range of religious and non-religious worldviews, enabling them to develop their ideas, values and identities.
· It should develop in pupils an aptitude for dialogue, so that they can participate positively in society, with its diverse religious and non-religious worldviews.
· Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence.
· Pupils should be given opportunities to reflect upon their own personal responses to the fundamental human questions to which religious and non-religious worldviews respond.
· Pupils should learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
The aim(s) of RE
The curriculum for RE aims to ensure that all pupils:
1. Know about and understand a range of religious and non-religious worldviews1, 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 wisdom2 found in religious and non-religious worldviews
• appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
2. Express ideas and insights about the nature, significance and impact of religious and non-religious worldviews, so that they can:
• explain, using reasoned arguments, 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.
3. Gain and deploy the skills needed to engage seriously with religious and non-religious worldviews, so that they can:
• 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 clearly beliefs, values and commitments in order to explain why they may be important in their own and other people’s lives.
Please click on the documents below for further information.
Useful Documents and Websites
Talking to your child about special celebrations:
- Wedding Anniversaries
In school we use the Cbeebies ‘let’s celebrate’ programs that shows children preparing for different faith and cultural festivals.
We focus on:
Chinese New Year - https://www.bbc.co.uk/cbeebies/watch/chinese-new-year
We also look at how children celebrate the Saints Days
St David’s Day (1st March) – https://www.bbc.co.uk/cbeebies/watch/lets-celebrate-st-davids-day
St George’s Day (23rd April) – https://www.bbc.co.uk/cbeebies/watch/lets-celebrate-st-georges-day
St Patrick’s Day (17th March) - https://www.bbc.co.uk/cbeebies/watch/lets-celebrate-st-patricks-day