Camelsdale Primary School. Religious Education Policy

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1 Camelsdale Primary School Religious Education Policy 1

2 Camelsdale Primary School Religious Education Policy Religious Education is a legal entitlement for every pupil and forms part of the basic curriculum as set down in the 1988 Education Act. It s place in the curriculum is an acknowledgement of the fact that religious beliefs and practices play and important part in the lives of many people worldwide, and have done so throughout history. An understanding of religion can help children develop a better appreciation of themselves, the people around them and the world in which they live. As a West Sussex School, we follow the County's agreed syllabus for Religious Education as introduced in 1993 and revised in 1998, 2003 and again in This is being supported by units from the Q.C.A. Scheme of Work for Religious Education (2004) and our own material. We recognise that Religious Education is not a part of the National Curriculum but has equal standing in relation to the core and foundation subjects. We follow the aims and objectives set out in the West Sussex Agreed Syllabus. To acquire a knowledge and understanding of the origins, content and development of the Christian religion and of other religions, their traditions and beliefs. To understand the importance of religious experience and recognise the ways by which these experiences have been interpreted and expressed through a variety of religious traditions. To appreciate the contribution that religious and spiritual ideas and concepts can make to their personal search for meaning and purpose in life, enabling them to develop their own spiritual values. To look beyond self and recognise the contribution of religion in the establishment of relationships and responsibilities in the family, among friends, in schools and the world at large. To develop a positive attitude towards other people, respecting their right to hold beliefs different from their own and towards living in a society of diverse religions. To explore the consequences of religious belief and experience in the development of personal attitudes. These aims for R.E. link to our Camelsdale Way aims A Camelsdale pupil will have developed an awareness and appreciation of their own culture and heritage and that of the wider world respectful of other races, religions and ways of living. 2

3 Religious Education at Camelsdale is non-denominational. The majority of the work is based in a Christian context. However, an introduction to other World Religions is made. We consider this to be very important due to the fact that Britain today is very much a multicultural society and that by the very nature of our catchment area it is vital the children develop a broader outlook on the world. Its role is neither to indoctrinate nor persuade. It is distinct from the collective worship of the school assembly, although some of the material used in assemblies will be relevant to and enrich the work done in R.E. (see school's Collective Worship Policy) We believe Religious Education to have a distinctive character. It makes its own contribution to the school curriculum in terms of knowledge, concepts, skills and attitudes, as well as sharing common ground with other subjects in contributing to spiritual, moral, cultural and moral development of pupils and preparing them for adult life. Religious Education is concerned to promote the children's search for values, meaning and purpose. To this end, 5% of the curriculum time is allocated to teaching Religious Education. This means for: KEY STAGE 1/Foundation Stage Religious Education at Key Stage 1 and Foundation Stage is taught through a series of topics lasting approximately half a term. We expect children to: to become increasingly aware of the significance of religious ideas and experiences by means of stories, drama, ritual and worship with emphasis on the Christian tradition. to use and experience the creative arts in the exploration and communication of religious thoughts and feelings. to develop moral and spiritual values and developing spiritual understanding by encouraging a sensitivity towards other people and a capacity to form relationships based upon love, sympathy, forgiveness and consideration. to begin to enhance and clarify their own ideas about religion by developing self expression, confidence and an enquiring and reflective attitude towards the rich variety and complexity of creation. KEY STAGE 2 Religious education at Key Stage 2 is also taught through a series of topics often lasting nearly a term. We expect children to: to acquire a more coherent knowledge of the life and teaching of Jesus. 3

4 to understand the structure of the Bible and obtain a basic knowledge of its key personalities. to explore the nature of Christian worship and the use of signs and symbols in expressing religious feelings and beliefs. to become familiar with different ways of communicating and interpreting religious experience. to become aware of the importance of the spiritual dimension in their experiences of individuals and communities. to acquire a basic understanding of the place of religion in the world and its relevance to personal, social and moral issues. CURRICULUM It is clearly stated in the Agreed Syllabus that R.E. in school is concerned with educating children about religion and for them to learn from religion. It is not concerned with inducing them into a particular faith; this is the responsibility of the family or the faith community. Pupils will learn about Christianity as the main religious tradition in this country but also about the teaching and practices of some of the other principal world religions represented in this country. CURRICULUM ORGANISATION Religious Education is taught as a lesson through classwork and supported by assembly themes. The R.E. learning journey is co-ordinated to ensure the highest quality learning experiences for the pupils and to cover the requirements of the West Sussex Agreed Syllabus. The curriculum is planned to teach R.E. through a variety of methods: R.E. is taught mainly through weekly lessons or blocked sessions. The R.E. themes are linked to our cross curricular topics whenever possible. Separately identified R.E. is found at different times of the year covering Christmas, Easter, Harvest, Advent etc. Further details can be found in our Curriculum Journey Planning Folders. CURRICULUM TIME The school gives 5% of curriculum time to R.E. in line with the recommendations of the West Sussex Agreed Syllabus. It is anticipated that the actual amount of time given each week will vary depending on the occasions or themes. ASSESSMENT, RECORDING AND REPORTING 4

5 Teachers use a variety of means of assessing pupils work in line with the whole school assessment policy and the requirements of the West Sussex Agreed Syllabus. This will include: The regular reviewing and marking of pupils work Observing the work of groups and individuals and recording outcomes Pupils achievement in R.E. is reported in the annual report to parents. EQUAL OPPORTUNITIES The school equal opportunities policy is used throughout the curriculum and must be adhered to at all times. In addition, it is important in R.E. to ensure the work being covered is appropriate to pupils who come from any religious background or none. FOUNDATION STAGE All registered pupils in school must be taught religious education. For the purposes of religious education pupils are considered to be registered when they join the reception class. From the time the pupils enter the reception class this religious education complies with the Agreed Syllabus (see plans) PROMOTING PUPILS SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT 5

6 Religious education provides opportunities for: Spiritual development, through helping pupils consider and respond to questions of meaning and purpose in life, and questions about the nature and values in human society.; Moral development, through helping pupils consider and respond to areas of morality using their knowledge and understanding of religious and ethical teachings. This enables them to make reasoned and informed judgements on religious and moral issues; Social development, through helping pupils develop their sense of identity and belonging, preparing them for life as citizens in a multicultural society; Cultural development, through fostering pupils awareness and understanding in a range of beliefs, practices and values in their own society and in the wider world. Pupils explore within and between faiths, developing their understanding of the cultural contexts within which they live. INCLUSION Schools have a responsibility to provide a broad and balanced curriculum for all pupils. Planning in religious education must ensure that it meets the specific needs of individuals and groups of pupils. The statutory inclusion statement on providing effective learning opportunities for all pupils outlines how teachers can provide all pupils with relevant and appropriately challenging work at each key stage. In planning and teaching religious education, teachers are required to have due regard for the following principles: Setting suitable learning challenges Responding to pupils diverse learning needs A minority of pupils will have particular learning and assessment requirements which, if not addressed, could create barriers to learning. These requirements are likely to arise as a consequence of a pupil having a special educational need or disability or may be linked to a pupil s progress in learning English as an additional language. Teachers much take account of these requirements and make provision, where necessary, to support individuals or groups of pupils to enable them to participate effectively in the curriculum and assessment activities. Curriculum planning and assessment for pupils with special educational needs must take account of the type and extent of the difficulty experienced by the pupil. Pupils for whom English is an additional language have diverse needs in terms of support necessary in English language learning. Planning should take account of such factors as the pupil s age, length of time in this country, previous educational experiences and skills in other languages. The ability of pupils for whom English is an additional language to take part in religious education may be ahead of their communication skills in English. Teachers should plan learning opportunities to help pupils develop their English and should aim to provide the support pupils need to take part. MANAGEMENT Co-ordination 6

7 The day-to-day support for religious education is provided by the Subject Leader who is the Headteacher. She is responsible for: Devising and maintaining the scheme of work Supporting teachers in their medium and short term planning Attending relevant in-service courses to keep up to date on religious education and reporting to staff Managing the resources for religious education Produce a development plan setting out the priorities for religious education Co-ordinates the links with the local church Withdrawal When parents request that their child be withdrawn from religious education parents are interviewed by the Headteacher to clarify the beliefs and practices that they wish their child to be excluded from. Because of the need to assure their safety pupils, when withdrawn, complete or extend their classwork in a corner of the classroom. RESOURCES Reference books are available for staff use and are kept in the staff reference library in the staffroom. The coordinator can arrange the borrowing of materials from the county or the schools library service. Resources are also kept in topic loan boxes linked to themes in the classrooms. Videos and DVD s can also be found in the studio, a range of R.E. books, including a class set of Bibles are in the library. Assembly material can be found in the studio. COMMUNITY The school has links with St. Pauls and St. Peters in Camelsdale and Lynchmere respectively. The school also has links with The Hindu Temple in Southampton, The Shah Jahan Mosque in Woking, Chichester Cathedral, The Synagogue in Hove and the Jewish Museum in London. A range of special occasions is planned throughout the year to which parents and friends are invited. These include the Christmas Shows and Christingle Service, the Harvest Festival, the Easter Service and the Leavers Review. Date: Summer 2013 Review: Summer 2014 Co-ordinator: Mrs S. Palmer 7

8 Long Term Plan for Religious Education at Camelsdale for Key Stage 1 AUTUMN TERM SPRING TERM SUMMER TERM Early Years Reception Unit RA What are Harvest Festivals? "Belonging" Religion in the family - Christenings Theme:- Xmas "Birthdays" Unit RB - Who were the friends of Jesus? Theme:- "Eggs" Easter Stories... from The Old Testament Unit RC - Who Was Noah and Stories... from Other Faiths: Buddhist 8

9 - visit the church - Special Occasions Jonah stories Year 1 Harvest Theme:- Bread Moses Birth Early Life Xmas Unit 1C Why do Christians give gifts at Christmas? Jesus 1B What does it mean to belong. Beliefs and Practices Visit the church Easter Theme:- Palm Sunday The Easter Story The Local Church (Visit the church) Unit 1F -What can we learn from visiting a Church? Unit 2D - Visiting a place of worship 11j be able to describe the work of a local religious leader Year 2 Harvest Judaism Customs: Succot Rosh Hashanah Yom Kippor Xmas Unit 2C - Celebrations Jesus Unit 2B - Why did Jesus tell stories? Theme:- Easter New Life" Judaism visit the synagogue Unit 2A What is the Torah and why is it important to Jewish people? Unit 1E How do Jewish people express their beliefs in practice? 11F Know that for some people religious belief provides a way of life NB: There is also at least one Philosophy for children enquiry each half term. Long Term Plan for Religious Education at Camelsdale for Key Stage 2 9

10 Year 3 Year 4 AUTUMN TERM SPRING TERM SUMMER TERM Harvest Festivals A Code for Living Harvest Festival Unit 3A Signs and symbolism and Chichester Cathedral The Xmas Story "Mother and Child" Xmas Advent Holy Books 3D What is the Bible & why is it important for Christians? 5C Where did the Christian Bible come from? The Easter Story Easter 4C Why is Easter important for Christian? Unit 3E What is faith & what difference does it make? Hinduism 4A How and why do Hindus worship at home? Celebrating Festivals! Unit 3B How and why do Hindus celebrate Divali? Unit 4a - How and why do Hindus worship in the mandir? Visit to Hindu Temple and Chichester Cathedral Year 5 Friends and Heroes Xmas Unit 4B Xmas Journeys comparing the Gospel account Visit the Mosque Unit 5A Why is Mohammed important to Muslims? Unit 5B How do Muslims express their beliefs through practices? Easter And Passover Friends and Heroes 1.2.g Be familiar with ways in which a fast in observed. Year 6 Sikhism Comparing the Xmas Story Philosophy for children The Easter Story Philosophy for children and What does religion mean to different people? NB: There is also at least one Philosophy for children enquiry each half term. 10

11 Staff Resources Agreed Syllabus for RE C.E.M. Titles Exploring a Theme Leaders Questions When Christians Meet Places of Worship Journeys Islam The Environment Water C.E.M Teaching R.E. Symbol 5-11 Harvest 5-14 Festivals 5-11 Xmas 5-14 Easter 5-14 God 5-11 The Church 5-11 Sikhism a Pictorial Guide Judaism - a Pictorial Guide The Lion Easter Book Religious Artefacts in the classroom Christianity Westhill Project Teacher s Manual The Junior R.E. Handbook R.E. Across the Curriculum R.E. Topics for the Primary School Christianity Topic Books R.E. in Key Stage 1 Bright Ideas Christmas Activities Scholastic Collection Christmas Festivals SCAA R.E. Glossary of Terms The Bible Project Book W.A.P.C. R.E. Curriculum Boxes to loan 11

12 Sets of Books Sunshine R.E. Stories Teachers Guides and 10 books Bridges to Religion sets of 12 books The Lion Story Books 52 Bible stories Lions Children s Bibles The Beginners Bibles for Children Older versions of the Bible Photo/Poster Packs Festivals and Special Days Creation Stories Religious Artefacts Religious Life Games Places of Worship Matching Games Hindu, Islam, Christianity, Jewish CD-ROM World Religion Audio/Visual Tapes: The Children s Talking Bible complete Old and New Testament Videos: The Children s Video Bible complete Old and New Testament It s Christmas! Looking at Faith Food Places of Worship Signs and Symbols Festival Watch 1 Nativity Living Festivals - Harvest Christmas Easter Passover Video Plus Festivals 12

13 Artefact Boxes Islam Koran, stand, prayer mat etc. Judaism Menorah, cap etc Hinduism Shrine, artefacts, statues etc Sikhism picture, information etc Buddhism pictures, information etc Christianity pictures, information etc Set of Class Bibles 13

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