Sholing Junior School

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R.E.

 

RE has an important part to play as part of a broad, balanced and coherent curriculum to which all pupils are entitled. High quality learning experiences in RE are designed and provided by careful planning through locally agreed syllabuses and in schools, taking into account the need to offer breadth of content, depth of learning and coherence between concepts, skills and content.

 

National Curriculum Guidance

 

RE subject matter gives particular opportunities to promote an ethos of respect for others, challenges stereotypes and builds understanding of other cultures and beliefs. This contributes to promoting a positive and inclusive school ethos that champions democratic values and human rights.

In summary, religious education for children and young people:

  • provokes challenging questions about the meaning and purpose of life, beliefs, the self, issues of right and wrong, and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development
  • encourages pupils to explore their own beliefs (whether they are religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses. This also builds resilience to anti-democratic or extremist narratives
  • enables pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society
  • teaches pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice
  • prompts pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.

 

 

Living Difference III

 

The Agreed Syllabus for religious education (RE) in Hampshire, Portsmouth, Southampton and the Isle of Wight builds on an approach to religious education, enriched by philosophical and theological enquiry, as well as current research, used in Hampshire, Portsmouth and Southampton since 2004. Living Difference III is evidence of the ongoing, fruitful partnership between Hampshire, Portsmouth and Southampton, and now the Isle of Wight, in relation to religious education.

 

LIVING DIFFERENCE III

Living Difference III offers an educative approach to religious education, emphasising a process of enquiry into concepts. Children and young people have the opportunity to respond from their own experience before being introduced to the way others appreciate things. Living Difference III gives young people the opportunity to evaluate; that is to make a judgement about why something is important for someone else as well as to discern what may be important for themselves. Living Difference III identifies three groups of concepts:

  • concepts common to all people
  • concepts shared by many religions
  • concepts distinctive to particular religions.

Concepts suitable for enquiry in religious education are included in the Agreed Syllabus.

The way concepts are understood in Living Difference III has been spelt out carefully.

Living Difference III acknowledges that what it means to live a life with a religious orientation can be conceptualised in at least three different ways: religion as belief, religion as tradition and religion as existential. Living Difference III aims to bring a new sensitivity to not only Abrahamic but also to the Dharmic traditions. Clear exemplar planning is included.

Age-related expectations (AREs) must inform planning, ensuring appropriate challenge in a particular cycle of enquiry, or sequence of cycles. Progress in religious education in Living Difference III is understood as being in relation to the skills in the particular knowledge context. Teachers can devise a curriculum from Living Difference III to suit their children or young people.

 

 

 

 

Year 4 would like to say a big thank you to Saranjit Singh Karir  from the Sabha Gurdwara for coming into to school today and talking to them about Sikh identity and the 5 K's. This was to support their RE curriculum on the concept of identity. We all learnt so much, asking lots of interesting questions and we can't wait to see him again soon.

Saranjit Singh Karir

Saranjit Singh Karir 1
Saranjit Singh Karir 2
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