Aims and Principles for Religious Education at Haberdashers Aske s Hatcham Temple Grove Free School

Transcription

1 Aims and Principles for Religious Education at Haberdashers Aske s Hatcham Temple Grove Free School Aims Whether our children are religious or not, human culture and history has been driven by religion, and for many the way we see the world is guided by religious tradition and belief, so understanding this is paramount to embedding a holistic world view that takes account of history and culture, including the beliefs of non-religious people. At HTGFS our families, staff and pupils are linked to many parts of the world and come from a range of faith groups. We aim to celebrate this diversity and offer a welcoming and inclusive environment for all of our pupils and families. We believe that Religious Education (R.E.) provides an opportunity to celebrate and foster awareness of these differences in our school community and in the wider world. We value R.E. because it promotes the spiritual, moral, cultural, mental and physical development of pupils as they learn about, and from, different religions. It also prepares pupils for the opportunities, responsibilities and experiences of adult life. Child-led Children take charge of their learning in Religious Education as much as possible. Children generate questions which they are curious to find out about and this helps feed into the teacher s planning. Our curriculum empowers all pupils to achieve by encouraging active involvement, promoting independence, resilience and risk taking. Enquiry driven Religious education promotes an enquiring approach in which pupils carefully consider issues of beliefs and truth in religion. It enhances the capacity to think coherently and consistently. This enables pupils to evaluate thoughtfully their own and others views in a reasoned and informed manner. Religious education learning at HTGFS incorporates our work with Thinking Points and feeds across the curriculum wherever possible. Enhances spiritual, moral, social and cultural development Children develop an awareness of the fundamental questions of life, and how religious teachings and philosophies can relate to them. They respond to such questions with reference to the teachings and practices of religions and to their own understanding and experience. Children also develop the ability to reflect on their own beliefs, values and experiences in the light of their study.

2 Ensures Progression Children acquire and develop knowledge and understanding of Christianity and the other principal religions and non-religious world views represented in UK. They develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures; Children also learn to make reasoned and informed judgements about religious and moral issues, with reference to their own beliefs and the teachings of the principal religions and beliefs represented in Great Britain. Each RE lesson at HTGFS should have at least one of these principles at its core and this helps teachers to inform their planning.

3 *See below for links to Lewisham Agreed RE Syllabus HTGFS Religious Education Curriculum Overview Autumn Christmas Winter Easter Spring Summer Year 1 Belonging/Who am I Unit Harvest Christianity Unit 1 The Bible and Christmas Christianity Unit 2 A local Church Lent Shrove Tuesday Hinduism Part 1 Unit 1 Worshipping God at Diwali Hinduism Unit 2 The Hindu Home Natural World Unit Year 2 Sharing Food Unit Harvest Right and Wrong Christianity Unit 3 The Life and Teachings of Jesus Lent Shrove Tuesday Christianity Unit 4 Easter and Symbols Islam Part 1 Unit 1 Prophet Muhammad Ramadam Islam Part 1 Unit 2 The 5 Pillars of Islam Year 3 Buddhism Part 1 Unit 2 The Buddah and his teachings Nirvana Buddhism Part 1 Unit 1 Living as a Buddhist Christianity Unit 5 The Bible Judaism Part 1 Unit 1 A day of rest Judaism Part 1 Unit 2 Festivals in Jewish Life Succot, Passover, Hanukkah Judaism Part 2 and Part 3 Abraham - Why is Abraham important in Judaism? Year 4 Peace Theme What is Peace? What does peace mean in the world and to us? Christianity Unit 6 Local places of Christian worship Christmas and Advent Christianity Unit 7 Christian celebrations Judaism Part 2 Unit 4 Prayer and worship of God Sikhism Part 1 Unit 1 What do Sikh s believe? The Gurus Sikhism Part 1 Unit 2 Sikh teachings & Sikh life Year 5 Islam Part 2 Unit 3 Ramadan and Eid- Ul-Fitr. The Islam Part 2 Unit 4 Hajj and Eid-Ul- Adha. The story of Christianity Unit 8 Human and Divine. Understanding Faith and Belief in Lewisham Hinduism Part 2 Unit 3 God and their beliefs. The. Hinduism Part 2 Unit 4 The Hindu life. The Hindu

4 importance of Ramadan to Muslims the Prophet Ibrahim and his som Ismail Who do Christians believe Jesus to be? many forms of God and Hindu s sacred books Holi Mandir and Hinduism in the wider world. Diwali Year 6 Sikhism Part 2 Unit 3 The Gudwara and the Guru Granth Sahib. The final and everlasting Guru Sikhism Part 2 Unit 4 What does it mean to belong to the Sikh community Buddhism Part 2- Unit 3 Following the Buddah s teaching. Buddhism Part 2- Unit 4 The Buddhist community, buildings and places in the wider world. Vaisakha Puja festival remembering life of Buddha Journey of Life How is life like a journey? What do different religions believe happens after we die. Christianity Unit 9 Leading a Christian life. How do Christians follow Jesus and his teachings in their daily lives. Key Stage 1 and 2 Contents from Lewisham Agreed Syllabus - Key Stage 1 Units from Lewisham Agreed Syllabus - Key Stage 2 Units from Lewisham Agreed Syllabus -

5 Religious Education Progression Key Stage 1 and 2 Contents from Lewisham Agreed Syllabus - Key Stage 1 Units from Lewisham Agreed Syllabus - Key Stage 2 Units from Lewisham Agreed Syllabus - Learning about religion Learning from religion Possible experiences and opportunities Stage 1 and 2 Level 1 Explore a range of religious stories and sacred writings and talk about their meanings. Name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate. Identify the importance, for some people, of belonging to a religion and recognise the difference this makes to their lives. Explore how religious beliefs and ideas can be expressed through the arts and communicate their responses. Identify and suggest meanings for religious symbols and begin to use a range of religious words. Reflect on and consider religious and spiritual feelings, experiences and concepts such as worship, wonder, praise, thanks, concern, joy and sadness. Ask and respond imaginatively to puzzling questions, communicating their ideas. Identify what matters to them and others, including those with religious commitments, and communicate their responses. Reflect on how spiritual and moral values relate to their own behaviour. Recognise that religious teachings and ideas make a difference to individuals, families and the local community. Visiting places of worship and focusing on symbols and feelings. Listening and responding to visitors from local faith communities. Using their senses and having times of quiet reflection. Using art and design, music, dance and drama to develop their creative talents and imagination. Sharing their own beliefs, ideas and values and talking about their feelings and experiences. Beginning to use ICT to explore religions and beliefs as practised in the local and wider community

6 Describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others. Describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings. Reflect on what it means to belong to a faith community, communicating their own and others responses. Respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways. Encountering religion through visitors and visits to places of worship, and focusing on the impact and reality of religion on the local and global community. Discussing religious and philosophical questions, giving reasons for their own beliefs and those of others. Stage 3 and 4 Level 2 Identify and begin to describe the similarities and differences within and between religions. Investigate the significance of religion in the local, national and global communities. Describe and begin to understand religious and other responses to ultimate and ethical questions. Discuss their own and others views of religious truth and belief, expressing their own ideas. Reflect on ideas of right and wrong and their own and others responses to them. Reflect on sources of inspiration in their own and others lives. Considering a range of human experiences and feelings. Reflecting on their own and others insights into life and its origin, purpose and meaning. Expressing and communicating their own and others insights through art and design, music, dance, drama and ICT. Use specialist vocabulary in communicating their knowledge and understanding. use and interpret information about religions from a range of sources Developing the use of ICT, particularly in enhancing pupils awareness of religions and beliefs globally.

7 Stage 5 and 6 Level 3 Investigate and explain the differing impacts of religious beliefs and teachings on individuals, communities and societies. Investigate and explain why people belong to faith communities. Consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them. Discuss and evaluate how religious beliefs and teachings inform answers to ultimate questions and ethical issues. Apply a wide range of religious and philosophical vocabulary consistently and accurately. Interpret and evaluate a range of sources, texts and authorities, from a variety of contexts. Interpret a variety of forms of religious and spiritual expression. Reflect on the relationship between beliefs, teachings and ultimate questions, communicating their own ideas and using reasoned arguments. Evaluate the challenges and tensions of belonging to a religion and the impact of religion in the contemporary world, expressing their own ideas. Express insights into the significance and value of religion and other world views on human relationships personally, locally and globally. Reflect and evaluate their own and others beliefs about world issues such as peace and conflict, wealth and poverty and the importance of the environment, communicating their own ideas. Express their own beliefs and ideas, using a variety of forms of expression. Encountering people from different religious, cultural and philosophical groups. Visiting, where possible, places of major religious significance and using opportunities in ICT to enhance pupils understanding of religion discussing, questioning and evaluating important issues in religion and philosophy, including ultimate questions and ethical issues. Reflecting on and carefully evaluating their own beliefs and values and those of others in response to their learning in religious education, using reasoned, balanced arguments. Using a range of forms of expression (such as art and design, music, dance, drama, writing, ICT) to communicate their ideas and responses creatively and thoughtfully. o Exploring the connections between religious education and other subject areas such as the arts, humanities, literature and science.