RE

Intent

Kensington Community primary school is home to a variety of cultures, faiths and nationalities, each celebrated for their differences and diversity. As a school, we believe in offering an inclusive environment for all of our children, we believe Religious Education is a subject that celebrates the diversity within our school.

At Kensington Community Primary School, we follow SACRE, the agreed syllabus for Liverpool. Our Religious Education Curriculum will provide all pupils with exciting and stimulating lessons which promote the development of pupil’s knowledge, understanding and skills. We believe Religious Education should be a stimulating, interesting and enjoyable subject.

Religious education develops independent and interdependent learning, alongside enhancing the children’s spiritual, moral social and cultural development (SMSC). This will be linked to developing the broad range of human capabilities and responsibilities set out in the International Baccalaureate (IB) Learner Profile that goes beyond academic success.

Through the teaching of well-planned and sequenced lessons, pupils knowledge and skills are built upon through learning about religion and from religion toward clearly defined outcomes. The teaching of RE is enhanced by visits to religious buildings, visits from different community members and the celebration of different faiths in assemblies and class.

Teachers will aim to promote religious understanding, ability to judge and respect and challenge prejudice and stereotyping. As a school, we are committed to exploring the significance of the environment, both locally and globally, and the role of human beings and other species within it.

The knowledge and skills learned will ensure that pupils are able to take advantage of opportunities, responsibilities and experiences in later life.

 

Implementation

At Kensington Community Primary School, we follow SACRE, the Agreed Syllabus for Religious Education developed by Liverpool City Council. As a school, we use the agreed syllabus to develop our own curriculum, which is based around an enquiry question approach. Each of the questions emphasise the knowledge, skills and understanding identified from the key aspects of learning in religious education. These are described as ‘learning about religion’ and ‘learning from religion’.

Learning about religion covers pupils’ knowledge and understanding of individual religions and how they relate to each other as well as the study of the nature and characteristics of religion. Added to this, the children are also given opportunities to handle religious artefacts, as well as having chances to visit religious buildings and speak with key members of religious communities.

Learning from religion is concerned with developing pupils’ reflection on and response to their own and others’ experiences. Pupils learn to develop and communicate their own ideas, particularly in relation to questions of identity and belonging, meaning, purpose and truth, and values and commitments.

Throughout the curriculum, the children are taught the principle religions of Great Britain, these are Christianity, Islam, Buddhism, Sikhism, Judaism and Hinduism. In the Foundation Stage, RE is taught through topics based upon the children’s own lives and their own experiences.

 

Impact

At the heart of our curriculum is a focus on ultimate questions and ethical issues. This focus enables pupils to appreciate their own and others’ beliefs and cultures and how these impact on individuals, communities, societies and cultures. Religious education seeks to develop pupils’ awareness of themselves and others.

The knowledge, skills and understanding that the children study have three key elements, beliefs, practice and opportunities. By the end of each key stage, pupils are expected to know, understand and apply skills related to the two attainment targets. Teachers use ‘I can’ statements to determine whether children are working towards, working at or are exceeding, this is used to determine the children’s’ understanding and inform teacher’s planning and assessment.