Sholing Junior School

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R.E.

 

VISION

 

At Sholing Junior School, our RE curriculum provides pupils with the opportunity to learn about a wide range of religions in a safe and exploratory space. RE makes a unique contribution to the spiritual, moral, social and cultural development of pupils; it supports wider community cohesion and allows all children to become more informed, understanding and tolerant members of society. Sholing Junior School children belong to a wonderfully diverse nation that celebrates other cultures and beliefs, and our RE curriculum, enables learners to apply their depth of learning in later life. 

 

In summary, our 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 It encourages empathy, generosity and compassion.
     

RE is taught in all year groups weekly and children have the opportunity, over the four years they are with us, to learn about the six major world religions in Britain. In addition to this, children are provided with opportunities to experience different places of worship and benefit from a variety of visitors.

At Sholing Junior School, RE is taught following the Hampshire agreed syllabus (The Living Difference document) which emphasises a process of enquiry into different concepts.

 

These concepts are categorised as the following:

  1. Concepts common to all people.
  2. Concepts shared by many religions.
  3. Concepts distinctive to particular religions.

 

 

 

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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