Intent and implementation

Intent:

At Chestnut Street C of E Primary Primary, we believe that it is important for all our pupils to learn from and about religions, so that they can understand the world around them. The aim of Religious Education in our school is to see ‘our pupils’ ability to hold balanced and well-informed conversations about religion’ (Religious Education in English Schools: Non-statutory guidance 2010, p4 DCSF) and belief; as well as to help children acquire and develop knowledge of the other principal religions represented in Great Britain; to appreciate the way that religious beliefs shape life and behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development. We want all our children to become independent and responsible members of a society, who understand and explore big questions about life and reflect on their own ideas and ways of living.  It is important to us that our children are aware of their rights and responsibilities as UK citizens.

Our curriculum is designed to encourage creativity, imagination, enquiry, debate, discussion

and independence.

Implementation:

We use the Lincolnshire Locally Agreed Syllabus, for Religious Education as the basis for our curriculum and Understanding Christianity materials to cover Christianity.

At Chestnut Street C of E Primary, it has been agreed that having considered the requirements and guidelines presented in the Agreed Syllabus, the following religions have been selected for

study:

-Christianity;

- Islam;

- Hinduism;

-Judaism;

-Buddhism.

From the syllabus it is required that:

In the Early Years Foundation Stage the learning outcomes are referenced to Christianity and

as appropriate to a range of other beliefs and cultures.

Christianity is compulsory at each Key Stage.

 In addition:

·  At Key Stage 1 pupils must study Islam;

· At Key Stage 2 pupils must study Hinduism and Islam;

• Other religions, beliefs and worldviews can be studied alongside the core religions as a point of comparison, but not as the focus of study.
•  · Other religions, beliefs and worldviews can be investigated in depth as part of the additional units.

There are no presumptions made as to the religious backgrounds and beliefs and values of the children and the staff. In our little school community, we value the religious backgrounds of all members and hope that this will encourage individuals to share their own experiences with others freely. All religions and their communities are treated with respect and sensitivity and we value the links, which are, and can be made between home, school, and a faith community. We are extremely lucky that members of our local church, All Saints regularly visit our school to carry out assemblies.

Impact:

Our children demonstrate a positive attitude towards people of any religion and show an understanding of cultural beliefs different to their own. They demonstrate respectful behaviour to all and this is transferable outside of school in the wider community and beyond.

Through their R.E. 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 cultures and ways of life.