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RE

RE at Prince Rock

 

Rationale

Across the LAT, we believe that Religious Education (RE) provokes challenging questions about the meaning and purpose of life, about faith, issues of right and wrong and what it means to be human. It develops children’s knowledge and understanding of the principle world religions and living faiths, as well as non-religious perspectives such as humanism.

 

RE provides pupils with opportunities to ask fundamental questions about life and death and the values and commitments within different faiths. It provides children with the opportunity for personal reflection, preparing them for the responsibilities and experiences of later life. 

 

We value RE for its contribution to the development of children’s own beliefs, values, and sense of identity. It does not promote a religion, or particular set of beliefs, but engenders respect for the beliefs and values of others.

 

RE is statutory for all pupils and the LAT follows the Plymouth Agreed Syllabus for Religious Education (2019).  At Prince Rock we aim to ensure our curriculum reflects the religious context of our local area by providing additional learning experiences through whole-school RE days, cultural capital assemblies and marking religious festivals.

 

EYFS

During the foundation stage, children begin to explore the world of religion in terms of special people, books, times, places and objects, visiting places of worship and through celebration.  Children listen to and talk about stories.  They are introduced to specialist words and use their senses in exploring religious beliefs, practices and forms of expression.  They reflect upon their own feelings and experiences.  They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.

*EYFS curriculum due to be updated in Autumn Term, please watch this space!

 

Key Stage One

At Key Stage One children learn about different beliefs about God and the world around them.  They encounter and respond to a range of stories, artefacts and other religious materials.  They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary.  They begin to understand the importance and value of religion for believers, especially other children and their families. 

 

Children ask relevant questions and develop a sense of wonder about the world, using their imaginations.  They talk about what is important to themselves and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging. At key stage 1 children should study Christianity, Judaism and Islam in particular, with examples drawn from other religions and consider non-religious worldviews, as appropriate.

 

Key Stage Two

At key stage 2 children investigate and consider the impact of religion and belief locally, nationally and globally. They make connections between different aspects of religion and belief and consider different forms of religious expression.  They consider the beliefs, teachings, practices and ways of life central to religion.  They learn about sacred texts and other sources of wisdom and consider their meanings.  They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and the importance of dialogue between them.  They extend the range and use of specialist vocabulary.  They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true.  They communicate their ideas clearly, recognising other people’s viewpoints.  They consider their own beliefs and values and those of others in the light of their learning in religious education.

 

At Key stage 2 children study, in a more systematic way, Christianity, Hinduism, Judaism and Islam and other non-religious worldviews such as Humanism. But references, illustrations and examples can also be drawn from Buddhism and Sikhism, as appropriate.

 

Our objective is to develop a clear knowledge and understanding of a wide range of religious concepts and ideas and for all children at Prince Rock to use these to make links to the 21st century world that they live in today. High quality teaching ensures this knowledge is embedded throughout the school. At the same time, a whole school focus on improving oracy skills and frequent vocabulary development is very important in the teaching of Religious Education. This approach provides the opportunity for language development and ensures that disadvantaged groups, as well as SEND and EAL children, can access the Religious Education curriculum at Prince Rock.

 

Progression in RE will be assessed through listening to children’s responses and contributions to discussions and evaluating their written work.  An age-related assessment will be given to parents/carers on reports.

 

RE Matrix

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