At Oasis Academy Putney, we believe that it is vital for all children to learn from and about religion, so that they can understand the world around them. Through R.E, children develop their knowledge of the world Faiths, values, beliefs and cultures. Most importantly, we also emphasise that everyone needs to respect each other for who they are no matter what their religion.
Religious Education also has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection.
It is our intent for the Religious Education curriculum to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to answer challenging questions, explore different religious beliefs, values and traditions and develop understanding of the numerous religious traditions, beliefs and practices that are followed in our multi-cultural society. We want them to know how an understanding of and knowledge of religion enables pupils to combat prejudice, preparing them for adult life, employment and life-long learning.
Our children are encouraged to develop an aptitude for dialogue so that they can participate positively in our society, with its diverse religions and worldviews.
The key aims for religious education are reflected in the two attainment targets.
Attainment Target 1- Learning about region and belief
Attainment target 2- Learning from religion and belief
The development of knowledge, skills and understanding focuses on these two key aspects of learning in Religious Education.
Experiences and enrichment opportunities
- handling artefacts
- exploring scared texts
- using imaginative play or drama to express feelings and ideas
- responding to images, games, stories, art, music and dance
- meeting visitors from local religious communities
- making visits to religious places of worship where possible
- taking part in whole school events- (Harvest Festival, school performances)
- participating in moments of quiet reflection
- using ICT to further explore religion and belief globally
- comparing religions and worldviews through discussion
- debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these
Early Years Foundation Stage
Children in EYFS encounter religions and worldviews through special people, books, times, places and objects and by visiting places of worship. They listen to and talk about stories. Children are introduced to subject specific words and use all their senses to explore beliefs, practices and forms of expression. They ask questions and reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation of and wonder at the world in which they live. EYFS thematic planning identifies opportunities for connections and links to religious understanding.
Learning about religion and belief
Pupils should be taught to:
- Talk about religious stories, including Bible stories and the stories behind Christmas and Easter
- Recognise some religious beliefs or teachings
- Identify simple features of religious life and practice
- Recognise some religious words
- Name and recognise some religious symbols
- Recognise some Christian religious artefacts, including those in cultural and religious use (e.g. Christmas cards, Easter eggs and hot cross buns)
Learning from religion and belief
Pupils should be taught to:
- Recognise their own experiences and feelings in religious stories and celebrations
- Recognise there are similarities and differences between theirs and other’s lives
- Identify what they find interesting about religious events
- Question what they find puzzling in religious stories
- Say what matters to them and to talk about how to care for others
Key stage 1 and 2 Scheme of work:
We follow the Wandsworth Programme of Study for RE alongside elements from the Oasis RE Handbook. RE is timetabled weekly.
There are 3 interlinked elements:
Element 1: Making sense of beliefs
Identifying and making sense of religious and non-religious concepts and beliefs understanding what these beliefs mean within their traditions; recognising how and why sources of authority (such as texts) are used, expressed and interpreted in different ways, and developing skills of interpretation.
Element 2: Understanding the impact
Examining how and why people put their beliefs into action in diverse ways, within their everyday lives, within their communities and in the wider world.
Element 3: Making connections
Reasoning about, reflecting on, evaluating and connecting the concepts, beliefs and practices studied; allowing pupils to challenge ideas, and the ideas to challenge pupils’ thinking; discerning possible connections between these ideas and pupils’ own lives and ways of understanding the world.
Oracy is one of our key curriculum drivers. We use dialogic talk techniques to discuss and debate different aspects of religion. We encourage children to be independent in thought and confident in sharing their opinions and ideas.
‘Big Questions’ are used in RE and a ‘big book is used in each Reception Class to collect evidence and give a snapshot of children’s learning
Attitudes fundamental to RE:
- Curiosity and wonder
- self- understanding
- critical mindedness
RE is monitored throughout all year groups using a variety of strategies such as subject leader learning walks, lesson observations, RE book (and big book) scrutinies and pupil interviews.
At Oasis Academy Putney we envision RE curriculum impacting the pupils in the following ways:
- extend their knowledge and understanding of religions and beliefs
- develop a religious vocabulary and interpret religious symbolism in a variety of forms
- reflect on questions of meaning, offering their own thoughtful and informed insights into religious and secular world-views
- explore ultimate questions of beliefs and values in relation to a range of contemporary issues in an ever-changing society
- demonstrate a positive attitude towards people of any religion and show an understanding of cultural beliefs different to their own.
- demonstrate respectful behaviour to all and this is transferable outside of school in the wider community and beyond
By the end of each key stage, pupils are expected to know, understand and apply skills related to the two attainment targets. ‘I can’ statements are used to support assessment. Termly summative assessments are used to determine the children’s understanding and inform subsequent planning and support needed.