RE - our intent
Religious Education contributes dynamically to children’s education by provoking challenging questions about the meaning of life, beliefs about God, issues of right and wrong and what it means to be human.
At Iveson, we celebrate diversity and inclusivity at it is promoted through our Religious Education curriculum.
Iveson Religious Education teaches about a range of religious and non-religious worldviews, enhancing understanding and cultivating mutual respect and tolerance.
The 1988 Education Act states that ‘Religious Education has equal standing in relation to core subjects of the National Curriculum in that it is compulsory for all registered pupils’.
At Iveson, we offer time and space, allowing our children to reflect on their own thoughts, providing opportunities to raise curiosity and questions.
Through Iveson’s Religious Education curriculum, we aim:
- to engage pupils by questioning religions and beliefs, to promote their personal, spiritual, moral, social and cultural development.
- to provide learners with knowledge and understanding of religious traditions and beliefs represented in our community and across the world.
- to encourage learners to develop a positive attitude towards other people who hold religious beliefs different from their own.
- to develop their understanding of the ways in which beliefs impact people in their behaviour, practices and outlook on life.
Understanding the World
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
Early Learning Goals
Understanding the World
Early Learning Goals
People, Culture and Communities
Children at the expected level of development will:
Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.
Breadth and depth in the agreed syllabus Breadth and depth in RE for all pupils can be achieved if the following are taken into account
- Pupils should develop understanding of concepts and mastery of skills to make sense of religion and belief, at an appropriate level of challenge for their age.
- RE should provide opportunities for pupils to develop positive attitudes and values and to reflect and relate their learning in RE to their own experience.
- Building on the statutory requirements, it is recommended that there should be a wide ranging study of religion and belief across the key stages as a whole.
- Not all religions need to be studied at the same depth or in each key stage, but all that are studied should be studied in a way that is coherent and promotes progression.
- Pupils should have the opportunity to learn that there are those who do not hold religious beliefs and have their own philosophical perspectives, and subject matter should facilitate integration and promotion of shared values.
The study of religion should be based on the legal requirements and provide an appropriate balance between and within Christianity, other principal religions, and, where appropriate other religious traditions and worldviews, across the key stages as a whole, making appropriate links with other parts of the curriculum and its cross-curricular dimensions.
The breadth of study should take account of the four levels of community cohesion which all maintained schools are now obliged to promote. Decisions by SACREs and ASCs about the religions, other than Christianity, to be studied should take account of the balance of religion within:
- the school community
- the community within which the school is located
- the UK community
- the global community.