The intent of our RE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more.
Here, at Sayes Court School, the aim of Religious Education is to help children to acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain; to appreciate the way that religious beliefs shape life and our behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development.
Religious Education is taught throughout the school in such a way as to reflect the overall aims and values of the school. At Sayes Court School, Religious Education plays an important role, along with all other curriculum areas, particularly PSHC, in promoting the spiritual, moral, social, and cultural development of our children.
At Sayes Court School, it has been agreed that having taken into account the requirements and guidelines presented in the Surrey Agreed Syllabus, the following religions have been selected for study:
These religions are explored in themed weeks, class discussions and whole school assemblies.
There are no presumptions made as to the religious backgrounds and beliefs and values of the children and the staff. We value the religious background of all members of the school community and hope that this will encourage individuals to share their own experiences with others freely. All religions and their communities are treated with respect and sensitivity and we value the links, which are, and can be made between home, school, and a faith community. We acknowledge that each religion studied can contribute to the education of all our pupils. We promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible for both staff and children.
The children at Sayes Court School enjoying learning lots about other religions and why people choose, or choose not to follow a religion. Through their R.E. learning, the children are able to make links between their own lives and those of others in their community and in the wider world. R.E. acts as a hub, therefore, between social aspects of learning, science and geography. Through R.E. our children are developing an understanding of other people’s cultures and ways of life, which they are then able to communicate to the wider community.
R.E. offers our children the means by which to understand how other people choose to live and to understand why they choose to live in that way. As such, R.E. is invaluable in an ever changing and shrinking world.
What this looks like in practice:
RE is taught in every term.
Each class has a one-hour history lesson once a week.
The units and lessons are based on a question to discuss and inquire about, helping children develop opinions about historical facts and events.
All children will have the chance to learn about historical events, people and places from different backgrounds.
Look closely at similarities, differences, patterns and change.
Know about similarities and differences in relation to places, objects, materials and living things.
We use talk for learning in our lessons to guarantee that all students practice their speaking, reading, writing and listening skills.
SEND students are provided with differentiated work to ensure their understanding of history concepts and vocabulary. E.g. word mats, visuals, support from the teachers.
Schemes, programme and resources used to support history:
Discovery RE (Jigsaw)
RE plays a significant role in the personal development of children and young people. At its heart is the intention to enable children and young people to become "religiously educated” in order to face the demands of the contemporary world. Given the opportunities for encountering people of different beliefs and lifestyles, RE also has a key role to play in fostering respect and social cohesion. As well as being "religiously educated”, RE helps students to become "skilled cultural navigators”, able to handle the differences of faith and belief around them, as well as establish their own sense of identity and belonging.
SMSC in RE:
RE key to developing SMSC. At Sayes Court reading is used to develop SMSC across the curriculum.
Spiritual education in RE involves the experience and search for meaning, the purpose of life and the values by which we live. In learning about a range of different religious traditions and why people believe, students that the opportunity to learn from their experiences, to reflect on and interpret spirituality in their own lives and to reflect on ultimate questions.
Moral education in RE allows students to learn about shared and differing moral values from religious and secular perspectives. RE provides opportunities for students to debate moral dilemmas about right and wrong, good and bad, peace, etc. RE encourages students to discuss ideas such as people's responsibility towards to world and generations to come. In RE students are encouraged to make a personal response to right and wrong and to consider a range of responses to moral issues.
Social education in RE involves exploring the similarities and differences in religions and cultures though which students make links between faith and personal action in everyday life. This is reflected in their relations with others through activities such as discussion and debate, and in their ability to work cooperatively with others.
Cultural education in RE includes learning about a range of different religious traditions, giving students an opportunity to learn what it means to belong, to become confident in themselves and be able to respond positively to similarities and differences in our changing multi-ethnic and multi-faith society.
We celebrate RE in school not only through our lessons, but it is also embedded in other subjects. We have assemblies for special holidays like Christmas, Easter, Eid, etc.
We also make RE more tangible for the pupils by giving them opportunities to go on school trips to places of worship to see the things they learn about from first-hand experience.