R.E at Landywood
RE at Landywood is challenging, motivating, engaging and fun. The main purpose of the subject is to encourage a wide understanding of the diverse world we live in and provide children with respect and consideration for others. We aim to develop a sense of curiosity and fascination within all of our children, to encourage them to think for themselves, to take initiative, to ask questions and explore our diverse world. All children will be exploring religions and beliefs, both in Britain and in more global terms; engaging to formulate their own sense of identity and values; and reflecting on a growing range of social, spiritual and emotional skills appropriate to living well in a religiously plural and open society.
At Landywood we want to ensure our children mature into respectful, open minded young adults therefore we use places, visitors and exciting lessons to engage all children and leave them wanting to know more. By encouraging the children to explore many faiths and different ways of life we hope to enrich their social, moral and cultural development.
By the end of their time at Landywood Primary school the pupils will have experienced a broad range of religions and will have a deeper understanding of the people and faiths they may encounter in adult life.
Progression of Skills
Key stage 1
Pupils use some religious words and phrases to recognise and name features of religious life and practice valued by believers. They can recall religious stories and recognise symbols and other verbal and visual forms of religious expression which have meaning for believers. Pupils can talk about their experience of the world around them and in particular what is of value and concern to themselves and to others. Pupils can demonstrate awareness that there is more than one religious tradition or faith community.
Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions, including key questions raised by believers. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways. Pupils can recognise that some questions cause people to wonder and are difficult to answer. They are able to share ideas about right and wrong. Pupils are able to name more than one religious tradition or faith community, and can talk about some of the distinctive features of each such religious tradition/faith community.
Key stage 2
Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between beliefs, practices and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers’ lives. They describe some forms of religious expression. Pupils ask important questions about values, commitments and beliefs, making links between their own and others’ responses, attitudes and behaviour. Pupils can identify and distinguish between the faiths being explored and can express some awareness of their identity within or outside these faiths. They understand the importance and reality of existing in a plural context.
BY THE END OF YEAR 3
Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people’s lives. They explore and explain meanings for a range of forms of religious expression. Pupils raise, and suggest answers to, fundamental questions of identity, belonging, meaning, purpose, truth, values and commitments, recognising the implications and consequences of making moral choices. They apply their ideas about identity and commitment in a diverse world to their own and other people’s lives. They describe what inspires and influences themselves and others, especially their commitments, values and choices. They are able to recognise in themselves and others some reactions to living alongside others who have a different faith or stance.
BY THE END OF YEAR 4
Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They show a developing insight into why people belong to religions. They demonstrate that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ethical issues. Pupils ask, and suggest answers to, fundamental questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others’ lives and making clear connections between personal viewpoints and action. Pupils explain what inspires and influences them, expressing their own and others’ views on the opportunities and challenges of commitment in a diverse world. They identify the consequences for themselves and for others of holding particular beliefs and values.
BY THE END OF YEAR 5
Pupils use religious and philosophical vocabulary to give informed accounts of religions and beliefs. They interpret sources and arguments, explaining the reasons that are used in different ways by different traditions to provide answers to ethical issues. They interpret the significance of different forms of religious, spiritual and moral expression. Pupils use reasoning and examples to explore the relationship between beliefs, teachings and world issues. They express insights into their own and others’ views on fundamental questions of identity and belonging, meaning, purpose and truth. Focusing on values and commitments, pupils consider their own responses to the opportunities and challenges of living in a diverse world whilst taking account of the views and experiences of others. They are able to talk about examples of religious cooperation, and why this is sometimes difficult
RE outside the classroom
Here at Landywood RE is not restricted to the classroom. We welcome visitors into school to help enrich our RE curriculum and one of the regular visitors is Reverend Monica from St Andrew's Church in Great Wyrley. Reverend Monica visits school to help celebrate many festivals and joins our celebration assemblies. Children are given the opportunity to take part in whole school celebrations, such as harvest festival, where they perform on stage with their class. Reverend Monica shares stories and prayers with our children and their families, reinforcing strong relationships in the community. Children at school are also welcomed into St Andrew's church and Year One visit the church at Christmas to take part in a Christingle and Nativity service, whilst Key Stage 2 children perform a carol concert at St Marks church.
Children in Key Stage 2 will also be given the opportunity to visit places of worship from different faiths. These visits and visitors contribute to our RE curriculum ensuring all children have been given every opportunity to develop their own views and beliefs, becoming religiously literate individuals.