Religious Education

Religious Education 

Differences were meant not to divide but to enrich - J.H.Oldham

 Inter Faith Week was a fantastic opportunity for children of all faiths and beliefs to deepen their understanding of places of worship. The children came together to investigate 'What makes something a place of worship?'. They made connections between a space that is special to them, and places of worship.

 'It was fun creating stained glass windows for Christianity' - Child in 3 Wales

 'I made an Islamic prayer mat using card and wool. I enjoyed decorating it with a special pattern.' - Child from 6 Peru

Statement of Intent:

At Giles Junior School, we use a scheme of learning for our RE lessons called ‘Discovery RE’. Discovery RE takes a thoughtful and creative approach to RE and our belief is that whilst we use this enquiry-based model, children’s critical thinking skills can be developed, their motivation to learn increased and their knowledge and understanding of the different religions will be enhanced. This approach takes very seriously the philosophy that children are free to make their own choices and decisions concerning religion and belief. RE does not try to persuade but rather to inform and develop the skills with which evaluation can take place.

Planning:

Christianity will be taught in every year group, with Christmas and Easter given new treatment each year, developing the learning in a progressive way. Buddhism, Hinduism, Islam, Judaism and Sikhism are also covered throughout the year groups. Each year group will have an overview map of the six units they will need to teach and cover for each half term. These units will focus on a different religion so that all religions will eventually be covered from year 3 through to year 6.

In each unit, there are six lessons to follow. (Six lessons over one half term.) To to go to the tab that says ‘community area’.

Delivering Lessons:

Each unit taught in RE is split into four steps.  

Step 1: Engagement – This explores the underpinning key question for the unit. (Usually one lesson.)

Step 2: Investigation – Children will gain subject knowledge carefully selected to assist their thinking about the key question. (Usually three lessons.)

Step 3: Evaluation - This lesson draws together the children’s learning and their conclusions about the key question on that enquiry. (Usually one lesson.)

Step 4: Expression – Children are taken back to step 1, their own experience, to reflect on how this enquiry might have influenced their own starting points and beliefs. (Usually one lesson.)

Alongside this format of teaching and planning, teachers should be using questions to encourage creative and thoughtful responses to the different values and beliefs being taught. There should also be some vocabulary being shown on the board during the lesson and this should be addressed and discussed at the beginning of each lesson. Work will mostly be presented in their RE books.