At Robertswood School we follow the Buckinghamshire Agreed Syllabus for Religious Education (2016-2021). Over the course of the year the children will learn principally about Christianity, Islam, Hinduism and Judaism plus Buddhism, Sikhism and non-religious beliefs such as Humanism.
RE is important at Robertswood because:
-It helps pupils understand the world they live in by developing their knowledge of different religions.
-It helps them to develop skills in recognising, handling and analysing the big questions and to make sense of life.
-It develops their ability to reflect on experience.
-It develops debating, reasoning, self-expression and self-understanding.
-It helps with their literacy, creativity, personal development and critical thinking skills.
-It helps them develop an understanding of their identity.
-It helps develop their search for meaning, purpose and value.
-It helps our school enrich its sense of community and belonging.
-It also contributes to building positive relationships for learning and behaviour.
-It challenges children academically, personally, spiritually, morally and socially.
Educational purposes of RE at Robertswood School:
-Pupils learn about religions and beliefs which have influenced millions of lives and have influenced the development of different cultures.
-Pupils learn from their studies to inform their own thinking about identity, meaning and purpose in life.
-Pupils form ideas about how religious approaches can be helpful universally regardless of holding a belief.
At Robertswood School, children of any or no background are encouraged to explore their own and others’ understanding of the world. Children recognise that the purpose of RE is not to urge them to adopt a belief but to increase in knowledge about it and to consider if there might be any insight from it which could be useful for anyone, anywhere.
RE is another way in which the school promotes spiritual, moral, social and cultural development.
Structure of learning
Learning in RE takes a three-pronged approach looking first at the pupil’s experience of a subject, then secondly at how it is experienced in religious contexts and finally by reflecting on how learning might be useful universally. In this way, children start from their experience, learn about the experience of others and return to human experience in general to apply (or suggest how it might be applied) learning in a tangible, meaningful way.
Key Stage One
Primarily in relation to Christianity and Islam, children learn:
-Why some places are special.
-Why some people are important.
-Why some items are sacred.
-Why some stories are more important than others.
-Why is it important to look after the world.
-Why special occasions are celebrated.
-About their own sense of who they are and their uniqueness as a person in a family or a community.
In all topics, children begin to use specialist vocabulary, to ask relevant questions, to talk about what is important to them, to value themselves and reflect on their own experiences while developing a sense of belonging.
Key Stage Two
Students cover a broad range of topics which compare practices and beliefs from primarily Christianity, Judaism and Hinduism plus Buddhism, Sikhism and non-religious beliefs such as Humanism. Representations of belief and other beliefs which children are willing to share are also positively included and encouraged. Learning is structured in topics which are taught in Lower Key Stage 2 and again in Upper Key Stage 2 in a progression which allows for development of the topic.
Students consider:
-Right and wrong: what do religions teach and is this still relevant?
-Festivals: how do they express religious beliefs and what do they mean in the lives of individuals?
-Natural world: what understanding of creation do religions have and what is the purpose of life?
-How do the lives of key religious figures influence a religion today and do they set a good example?
-What do rites of passage tell us about religious beliefs and how does celebrating them affect individuals?
-How does going on a pilgrimage express beliefs and what difference does it make for individuals?
-What do the differences between denominations show about beliefs and how do these different groups co-exist?
-How are the key teachings of sacred texts interpreted and how do these texts help believers in their daily lives?
-How do religions use symbolism to express ideas, beliefs and feelings?
-What beliefs do religions share in common and how are they different?
-How do places of worship help believers feel closer to God and what role do they play in the life of the faith community?
-How does worship express different beliefs and how does it help believers?
At Robertswood School we recognise that our staff and children will have diverse experiences and concepts of religion. For some, religion will form a fundamental basis of their identity and culture while for others this will not be the case. We ensure that all children discuss their own and others’ beliefs in a respectful and sensitive way – being open-minded and willing to learn regardless of their starting point.
We believe that RE contributes to spiritual, moral, social and cultural development (SMSC) of all children. This makes a significant contribution to helping pupils develop and demonstrate skills and attitudes that will allow them to participate fully in, and contribute fully to, life in modern Britain through practising tolerance and mutual respect as seen in Fundamental British Values.
Year 1
All About Me
Special Occasions
Our World
Special Things
Year 2
Special Stories
Important Places
Belonging
Important People
Year 3
Ethics and Moral Issues
Festivals
Symbolism
Places of Worship
Rites of Passage
Community
Year 4
Founders and Prophets
Natural World
Sacred Texts
Diversity in Religions
Worship
Year 5
Founders and Prophets
Sacred Texts
Festivals
Rites of Passage
Places of Worship
Religion in the Community
Year 6
Worship
Symbolism
Pilgrimage
Natural World
Diversity in Religions
Ethics and Moral Issues
R.E. 2022 - 2023 (pdf)
Download