Pupils reflect about what RE means to them:
“RE helps me understand the world. I have never met a Jew but when we saw the film clip of a Jewish boy’s life, I realized he also loves sport and he had more trainers than me!” Y3 boy.
“It helps us decide how we want to live our lives.” Y4 girl.
“I have been thinking a lot in RE about what ‘The Creation Story’ means and I think God means harmony.” Y2 girl.
“We compared worship in the home in a Christian and Hindu homes. I learnt so much!” Y1 boy
The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.
The threefold aim of Religious Education:
- Know about and understand a range of religions and worldviews.
- Express ideas and insights about the nature, significance and impact of religions and worldviews.
- Gain and deploy skills need to engage seriously with religions and worldviews.
(see more details in the South Gloucestershire Agreed Syllabus 2016-2021)
Tynings’ Avatars are curious and are inspired to engage with many worldwide views. Creative engagement enables their personal exploration of faith whilst fostering an understanding and respect for others. We believe that questioning and talking about religions is key to developing communication skills and creative thinking, which will lead to confident global citizens.
Religious Education is taught by a specialist teacher one afternoon a fortnight alongside PSHE. The planning is structured carefully from the South Gloucestershire Locally Agreed syllabus and adapted to the needs of the children and year groups. The RE road map clarifies the two main units taught through the year alongside the regular ‘important dates’ of Christian and worldwide festivals. Progressive skills and depth lead into research units for the older pupils. ( i.e. Japanese Culture in April 2021)
Community links have been strengthened through work with St Stephens and other local churches and our local park education officers. Parents of many faiths have joined us in class to share stories, customs and concepts with the pupils.
Our pupils enjoy a ‘hands on’ approach to this subject and many pupils relish the opportunities that are planned as we share thoughtful work and art linked to RE projects. Each topic has Philosophy for Children woven through and a creative link to artefacts and religious texts to bring the subject to life.
We live in an ever-changing world where we encourage thought and speech about ideals and values, right and wrong. Information Technology, film clips and virtual tours, have strengthened this as we glimpse into world news.
Communication is vital to share their thoughts and talk partners and group work encouraged. We live in a diverse world and RE gives our pupils an opportunity to develop and explore their self -esteem, identity and beliefs, to perceive how racism and judgements can distort the world. Understanding many cultures can enrich their lives and be building blocks to broaden horizons and deepen understanding.
A principal driver in school improvement in the last year has been to focus on vocabulary and pure talk. Therefore, I have planned to
- take specific religious vocabulary on cover sheets for each topic, and test the pupils use and definitions
- to use ‘Say the word ‘grids so each pupil can use new vocabulary
- analyse the development of words using a template from ‘Vocabulary Ninja’ by Andrew Jennings called Vocabulary Laboratory to process the spelling and grammar of a specific word. One example was to discuss ‘immortality’ with Y4
Examples of our RE work
Angels on Christmas Hats
Retelling Traditional Tales: The Christmas Story
To sequence the Holy Week events
Design and make a scroll for a Jewish Mezuzah
What rules would you have in your future home?
Year 5 and 6