RELIGIOUS EDUCATION at Marsh Gibbon CE School
INTENT
Religious Education (RE) allows our children to acquire core knowledge and understanding of beliefs and practices of the religious and worldviews which not only shape their history and culture, but which guide their own development. The children learn about the 5 major religions in a creative and explorative way, with local visitors and religious leaders visiting where possible.
IMPLEMENTATION
At Marsh Gibbon CE School, our RE curriculum, which ties in with the Bucks Agreed Syllabus, ensures our pupils gain knowledge and understanding of the major religions of the world, and can empathise and understand people with those religious beliefs. This is embedded into lessons with highly experienced teachers.
RE is structured in a way that allows pupils to extend and challenge themselves, learning more about themselves as they discover more about several key religions from our community and the wider world.
IMPACT
We believe that Religious Education provides an opportunity to celebrate and foster awareness of these differences within our school and the wider world. It is a subject that celebrates diversity and challenges stereotypes.
Planning for Religious Education is based on 2 targets from our RE scheme:
1. Learning about Religions
2. Learning from Religions
Learning about religion includes enquiry into and investigation of the nature of religion, its key beliefs and teachings, practices, their impacts on the lives of believers and communities, and the varying ways in which these are expressed. It also includes the skills of interpretation, analysis and explanation. Pupils learn to communicate their knowledge and understanding using specialist vocabulary. It also includes identifying and developing an understanding of ultimate questions and ethical issues.
Learning from religion is concerned with developing pupils’ reflection on and response to their own experiences and their learning about religion. It develops pupils’ skills of application, interpretation and evaluation of what they learn about religion, particularly to questions of identity and belonging, meaning, purpose and truth and values and commitments, and communicating their responses.
Inclusion and differentiation for children with SEND and EAL are considered in our planning and teaching as they are in all areas of the curriculum. Within the teaching of RE we make the most of opportunities to help the children develop their sensitivity to relevant issues such as refugees and religious fasting, and to develop positive attitudes towards themselves and others.
Religious Education (RE) allows our children to acquire core knowledge and understanding of beliefs and practices of the religious and worldviews which not only shape their history and culture, but which guide their own development. The children learn about the 5 major religions in a creative and explorative way, with local visitors and religious leaders visiting where possible.
IMPLEMENTATION
At Marsh Gibbon CE School, our RE curriculum, which ties in with the Bucks Agreed Syllabus, ensures our pupils gain knowledge and understanding of the major religions of the world, and can empathise and understand people with those religious beliefs. This is embedded into lessons with highly experienced teachers.
RE is structured in a way that allows pupils to extend and challenge themselves, learning more about themselves as they discover more about several key religions from our community and the wider world.
IMPACT
We believe that Religious Education provides an opportunity to celebrate and foster awareness of these differences within our school and the wider world. It is a subject that celebrates diversity and challenges stereotypes.
Planning for Religious Education is based on 2 targets from our RE scheme:
1. Learning about Religions
2. Learning from Religions
Learning about religion includes enquiry into and investigation of the nature of religion, its key beliefs and teachings, practices, their impacts on the lives of believers and communities, and the varying ways in which these are expressed. It also includes the skills of interpretation, analysis and explanation. Pupils learn to communicate their knowledge and understanding using specialist vocabulary. It also includes identifying and developing an understanding of ultimate questions and ethical issues.
Learning from religion is concerned with developing pupils’ reflection on and response to their own experiences and their learning about religion. It develops pupils’ skills of application, interpretation and evaluation of what they learn about religion, particularly to questions of identity and belonging, meaning, purpose and truth and values and commitments, and communicating their responses.
Inclusion and differentiation for children with SEND and EAL are considered in our planning and teaching as they are in all areas of the curriculum. Within the teaching of RE we make the most of opportunities to help the children develop their sensitivity to relevant issues such as refugees and religious fasting, and to develop positive attitudes towards themselves and others.
