Robert Piggott Subject Overview: Religious Education

Religious Education has a unique place in the curriculum. It is neither a core nor a foundation subject; the 1988 Education Act states that ‘Religious Education has equal standing in relation to core subjects of the National Curriculum, in that it is compulsory for all registered pupils. At the Robert Piggott CE Schools, Religious Education plays a central role in offering a broad and balanced curriculum that will enable pupils to participate fully in life in modern Britain and the wider world. 

Intent:

To engage pupils to enquire into and explore questions arising from the study of religion and belief, to promote their personal, spiritual, moral, social and cultural development. 

• To provide learners with knowledge and understanding of Christianity and other principal religious traditions and beliefs represented in Great Britain. 
• To develop pupils’ understanding of the ways in which beliefs influence people in their behaviour, practices and outlook. 
• To enable learners to apply the insights of the principal religious traditions to their own search for identity and significance. 
• To enable learners to become aware of their own beliefs and values and to have a positive attitude to the search for meaning and purpose in life.  
• To encourage learners to develop a positive attitude towards other people who hold religious beliefs different from their own. 

Implementation:

Our pedagogical approach to teaching this subject in the Robert Piggott CE Schools: 

Our RE curriculum offers a balance between deepening children’s knowledge and understanding of the Christian faith and exploring how people of other religions practice their faith through a combination of units from Discovery, Oxford Diocese and Understanding Christianity. This programme meets the requirements of the Pan-Berkshire Agreed Syllabus through an enquiry-based approach. 

   Lessons are planned and delivered in a variety of ways, ensuring that all children can access and participate in lessons. Interactive, practical activities encourage the children to discuss their ideas and develop their understanding of difficult concepts and challenging questions. RE learning is recorded in class learning journey books. 

Strong links with St Mary’s, Wargrave include regular visits from clergy and visits to the church by EYFS and Key Stage 1. Key Stage 2-Year groups visit a non-Christian/ non-C of E place of worship each year so that children can experience how people of other denominations/ religions practice their faith. RE teaching is further supported by working with RE Inspired and visitors of other faiths to help the children understand how people worship and carry out their faith in everyday life. 

Impact:

Through their RE learning, the children are able to make links between their own lives and those of others in their community and in the wider world, developing an understanding of other people’s faiths, cultures and ways of life.  

By the end of EYFS, children will: 

• Understand that different people have different faiths. 

• That people of different faiths have their own special places of worship. 

• Different faiths celebrate different festivals. 

By the end of Key Stage 1 children will: 

• Recognise and give simple accounts of the core beliefs of Christianity and Judaism. 

• Retell a range of religious stories and explain how they link to the core beliefs and practices.  

• Describe some festivals, celebrations and practices of Christianity and Judaism. 

• Recognise the roles of religious leaders and sacred texts of Christianity and Judaism. 

By the end of Key Stage 2 children will: 

• Recognise and give accounts of the core beliefs of Christianity, Judaism, Hinduism, Sikhism and Islam. 

• Describe and explain what motivates and inspires believers and how this can be reflected in actions/ practice. 

• Explain and demonstrate how and why believers show courage and commitment. 

• Explain how beliefs, practices and community can support or determine responses to matters of life and death. 

• Give examples of how core beliefs can be interpreted in different ways, leading to diverse expression and behaviour.