The Intent, Implementation and Impact of our Religious Education Curriculum

At Peel Common Primary, through our Religious Education curriculum, we aim:

Intent:

• to engage pupils in enquiring into and exploring questions arising from the study of religion, faith and belief, so as to promote their personal, spiritual, moral, social and cultural development.
• to provide our pupils with the knowledge and understanding of Christianity and other principal religious faiths, traditions and beliefs represented in Great Britain and the wider world.
• to develop our pupils' understanding of the ways in which beliefs influence people's behaviour, practices and outlook.
• to enable our pupils to develop a positive attitude towards people who hold religious beliefs different from their own.
• to enable our pupils to apply the insights of the principal religious faiths and traditions to their own search for identity and significance.
• to enable our pupils to become aware of their own beliefs and values and to have a positive attitude to the search for meaning and purpose in life.

Implementation:

Religious Education is a statutory subject of the curriculum for all pupils in each year group and 'should be provided for all registered pupils except those withdrawn at the request of their parents'. (s 71 SSFA 1998)

 

Parents have the right to request that their child be excused from all or part of the Religious Education provided at school.

 

Religious Education is taught as whole day experience, six times a year.

 

Lessons are planned and delivered in a variety of ways so that all children can participate fully. Interactive, practical activities linked to the themes in the syllabus and other subjects where appropriate, encourage our pupils to discuss their ideas and extend their understanding of difficult concepts and challenging questions.

 

Pupils' progress in Religious Education is based on the expected outcomes outlined in the Living Difference IV, which have been developed in line with guidance produced nationally.  Pupils are assessed regularly and their progress is monitored against these objectives.

Impact:

To develops pupils'...

• knowledge and understanding of, and their ability to respond to, Christianity, other principal world religions, other religious traditions and world views;
• understanding and respect for different religions, beliefs, values and traditions (including ethical life choices), through exploring issues within and between faiths;
• understanding of the influence of faith and belief on individuals, societies, communities and cultures;
• skills of enquiry and response through the use of religious vocabulary, questioning and empathy;
• skills of reflection, expression, application , analysis and evaluation of beliefs, values and practices, and the communication of personal responses to these.

• consider their own thoughts and opinions on the challenging questions of the meaning and purpose of life, beliefs about God, their own self and the nature of reality, issues of right and wrong and what it means to be human;
• understand the influence of religion on individuals, families, communities and cultures
• learn from different religions, beliefs, values and traditions while exploring questions of meaning and their own beliefs;
• learn about religious and ethical teaching, enabling them to make reasoned and informed responses to religious, moral and social issues;
• develop their sense of identity and belonging in the world, preparing them for life as citizens in a multi-cultural global society;
• develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. 

• awareness and understanding of religions and beliefs, teachings, practices and forms of expression;
• ability to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.

opportunities for all pupils for personal reflection and spiritual development;

• preparedness for life in a multi-cultural global society where they can exist in harmony with others and live life to the full.

Curriculum Maps and Progression of Skills/Living Differences Document

• Love
• Community
• Belonging
• Special

• RE Progression of skills and living differences