Welcome to our Religious Education page

Education is a lifelong process and the school is concerned with laying foundations.

The main objectives in the school for teaching Religious Education will be:

• to enable children to develop a sense of their own identity and the worth of others
• to help children understand some features of human groups and communities;
• to help children to appreciate symbols and artefacts which express feelings and ideas;
• to enable children to extend their awareness of some of the major world religions as well as their own.

We follow the Kent Agreed Syllabus 2018 and the Foundation Team take responsibility for ensuring coverage is balanced and progressive across the school.

Intent

At Halfway Houses Primary School, we believe that through our RE curriculum pupils are able to engage in systematic enquiry into significant human question which religion and worldviews address, providing the skills to appreciate different responses and become thoughtful, responsible and respectful global citizens. This will enable pupils to develop their ideas, values and build their own identities. We recognise the importance of the development of the whole child and how a positive well-being enables pupils to become lifelong learners which is reflected in the RE curriculum with our focus on; spiritual, moral, social, cultural and intellectual development. This will give them opportunities to develop a wide range of transferable skills and knowledge that will benefit our learners across the curriculum. We therefore believe it is important not only to learn about religion, but also to learn from religion.

At Halfway Houses Primary it is important for our children to:

1. Know about and understand a range of religions and worldviews, so that you 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 lives and expressing meanings.

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

 Explain reasonably about their beliefs, practices and forms of expressions 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 encourage 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.  

 Inquire into what enables different individuals and communities to live together respectively 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.

Implementation

At Halfway Houses Primary School, we have systematically mapped out a long term plan to ensure a mastery approach is provided, enabling all pupils to revisit, deepen their understanding and widen their knowledge and critical thinking as well as developing their confidence to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the rights of others to differ. This is underpinned through our inclusion of the ‘big question’ which is our approach to the teaching of RE. Religion and beliefs: At Halfway Houses Primary School, all pupils learn from the principal religions that are represented in the UK, in line with the law. These are: Christianity, Islam, Hinduism, Sikhism, Buddhism and Judaism. Furthermore, children from families where nonreligious views are held are represented in almost all of our classrooms. These worldviews, including for example, humanism, will also be the focus for study. Children are provided with a range of experiences and opportunities that can enrich and broaden their learning in Religious Education as well as providing transferable skills across the wider curriculum. In order to bridge school, home and the local community, we provide opportunities for parental engagement to celebrate with their child/children, for example, through the annual Christmas events which encourage children to explore different religious avenues and worldviews. Visits and Visitors: At Halfway Houses Primary School, visits and visitors provide powerful learning experiences for both teachers and children. We have established strong relationship with our local churches who provide educational visits through empowering children to explore fundamental Christian beliefs as well as allowing opportunity for children to reflect on their self-beliefs. We inspire all children to gain a sense of community, helping them become respectful, responsible and reliable members of their local community. Implementation SMSC: RE is a key driver in providing opportunities for SMSC, although as a school we ensure that SMSC opportunities are embedded across our whole curriculum. Spiritual development: We promote spiritual development, through RE by experiencing wonder and joy through learning about and from stories; celebration, rituals and different expressions of religion and world views. We explore, ask and respond to questions of meaning and purpose by considering ‘big questions’ about God and the world. We explore spiritual practices such as worship and prayer, considering the impact of these on belief systems and relevance to their own life. Moral development: We promote moral development, through RE by exploring morality including rules, teachings and commands. We investigate the importance of service to others and explore religious perspectives and responses to suffering in the world. We ask questions about purpose and the meaning of reconciliation and salvation. Social development: We promote social development, through RE by exploring the qualities which are valued by our school e.g. independence, resilience, empathy and teamwork. We ask questions about social impact of religion at an age appropriate level. Cultural development: We promote cultural development, through RE by exploring similarities and differences between faiths and cultures. By engaging with text, artefacts and other sources from different cultures and religious backgrounds, we consider similarities and differences.

Early Years Foundation Stage: Foundation Stage and KS1 forms the basis of children’s future understanding and therefore should begin with children’s own experiences and feelings, particularly around ‘special’ times, people, places and objects/symbols. Many opportunities should be given for thinking, talking, listening and responding to others respectfully.

Key Stage 1: The core skills and key points of discussion introduced through the EYFS are repeated and applied to their widening knowledge of themselves and the world around them. Much emphasis needs to be placed on valuing and caring for other people in our local community and also for children to relate their understanding to a wider/global community.

Key Stage 2: In KS2, similar opportunities need to be offered and children need to be encouraged to openly discuss their understanding, opinions and attitudes about religion utilising the platform set from Foundation Stage and KS1. Children will gain the confidence and respect to challenge and appreciate different responses in order to become wellrounded global citizens in a thought provoking manner, helping them to know issues of right and wrong and what it means to be human. This will create meaning and purpose, helping them to grow into becoming a valuable, responsible and respectable member of their community. 

Impact

Role and Responsibilities of the RE Subject Leader:

At Halfway Houses Primary School, the RE Subject Leader has the responsibility of overseeing the subject within the school including:

 Formulating and updating the policy when appropriate.

 Ensuring staff are aware of the policy’s content and that it matches classroom practice as far as possible.

 Ensuring appropriate resources are available.

 Disseminating information, as it is received from any external source, to staff and children.

 Supporting staff with computing-related issues when required.

 Having a knowledge of the quality of computing provision across the school

 Identifying and acting on development needs of staff members

 Monitoring expectations, provision and attainment across the school and providing feedback to develop practice further in order to raise standards.

 Reporting to parents, SLT, governors and others when appropriate.

At Halfway Houses Primary School, the agreed syllabus sets out a structure for recognising pupils’ achievements and each pupil can work progressively towards achieving the statements of attainment as outlined following the agreed syllabus for RE. Assessment in RE is seen in its broadest sense and not limited to measurement and testing but focusing on capturing children’s critical thinking, questioning, reflecting through discussions, group activities and asking questions about religions and worldviews. Teachers will continue to find out about children’s achievements as the year progresses. Summative judgements are recorded in the Curriculum Subject Assessment book and will be passed on from teacher to teacher as the class moves on through the Key Stages.

Impact

All children will have the opportunity and encouragement to reach their full potential. Children with Special Educational needs or those that have difficulty in this subject, where necessary, will be provided with specialist equipment or additional support. We believe, here at Halfway Houses Primary School, that inherent in our RE policy is the equal contribution made by each child and member of staff towards a happy and caring environment in the school, by showing respect for the appreciation of each child as an individual, regardless of colour, culture, origin, sex or ability. We aim for all children to have equal opportunities to have access to the RE curriculum. This policy will be reviewed on a regular basis, by the RE Lead and up-dated where Appropriate supported by the Senior Management Team and other Subject Leaders through:

 The quality of children’s work in books and on display; and

 The quality of teaching and learning in lessons. 

How can I help my child with their RE learning?

Here are some questions that you could ask your child.

What is your favourite celebration day?

If you could talk to a religious leader, what would you ask them? 

Can you tell me about a place of worship? 

If you were to create a new religion, what would the rules be?

What religions have you learned about?

Can you give me an example of a religious artefact? 

Can you tell me a religious story that you have learned about? 

Can you name an important religious figure from now or in the past? 

Why do you think people choose to follow a faith or religion? 

Do you know anybody that follows a particular faith or religion?