Our Vision for Religious Education at Heyes Lane Primary School

 “The need of the moment is not one religion, but mutual respect and tolerance of the devotees of different religions”

M K Ghandi

Our Vision

At Heyes Lane Primary School, we recognise the importance of supporting our children to be active and ethical citizens, who care about themselves, their community and the wider world. Our RE curriculum is designed to allow children to explore both their own beliefs and develop their understanding of the world and the beliefs of others. Through our key questions, which range from longer themes looking in depth at a particular religion, to shorter themes which look at concepts such as prayer, places of worship or ideas about God across a range of religions, we foster children’s understanding and respect for the wide variety of different beliefs and practices that take place in the world around us, both religious and secular.

Our RE curriculum provides a safe environment where children can learn about different religions, and can develop and express their own beliefs without judgement. Through the breadth of themes and religious/non-religious viewpoints covered, children will gain a deeper understanding of their own identity and personal beliefs. Children are encouraged to respect the opinions of others, to understand that everyone has a right to their own beliefs and are taught that a person’s beliefs may be a mixture of different religious and non-religious viewpoints. It is a significant mechanism for supporting pupils’ spiritual, moral, social and cultural development in school and helps children to build on their developing sense of belonging within the community. RE provides a key context to develop children’s understanding and appreciation of diversity, to promote shared values and to challenge racism and discrimination.

Curriculum Overview

Implementation

At Heyes Lane Primary School, in KS1 and KS2 we teach RE discretely. RE teaching follows the Trafford agreed syllabus for Religious Education (SACRE), which meets the legal requirements of the Education Act (1944) and the Education Reform Act (1988), and is taught weekly from Year 1 through to Year 6.

The RE syllabus is broken down into three strands:

  • Believing – This strand focusses on religious beliefs, teachings, and sources; it poses questions about meaning, purpose and truth.
  • Expressing – This strand relates to religious and spiritual forms of expression; it includes questions about identity and diversity.
  • Living – This strand deals with religious practices and ways of living; the questions concentrate on values and commitments.

All our units of work are based around key questions, many of which enable the children to explore and compare several different religions at the same time.

Children have ample opportunities to learn about the contribution that different religious groups make to their communities and to consider the contributions they can make themselves to improve the world we live in. Throughout the units, children learn about the leadership of different religious and influential figures, and look at the qualities that define a good leader.

In Early Years our children follow the ‘New EYFS Framework 2021’ and ‘recognise that people have different beliefs and celebrate special times in different ways’ and know there are some similarities and differences between religions and cultural communities in this country’.

Progression & Outcome

Impact

At Heyes Lane, our RE curriculum is successful because it has cohesiveness and parity across classes and between year groups at it’s heart, and clear progression is shown in our planning and lesson content. Our books and knowledge organisers reflect the development of children’s skills and understanding throughout Key Stages 1 and 2. Planning is embedded in our whole school design, and children can refer to knowledge gained in RE in other areas of the curriculum.

Through our RE teaching, children have a wealth of opportunity to discuss their understanding of a wide variety of key concepts and ideas, to deepen their thinking, and to express their own beliefs. This allows for the frequent expression of Pupil Voice, as evidenced in books.  Children often look back at what they have learned and build on it, using their knowledge organisers to see where their learning will take them. Children’s progress in their knowledge and skills is shown in their knowledge organisers and in progress tasks for each unit.

 

 

 

We measure the impact of our curriculum through:

  • Regular feedback, marking, pupil voice feedback.
  • Unit outcomes.
  • Subject motoring.
  • Regular low-stakes knowledge assessments (progress tasks) using a range of creative approaches.

     

    Cross Curricular Links

    “Education is the most powerful weapon which can change the world”
    Nelson Mandela

    The RE curriculum not only covers the strands of Believing, Expressing and Living from the religious education perspective but links closely with our British Values, specifically ‘Tolerance of those of Different Faiths and Beliefs’. As Heyes Lane is situated in an area which is not greatly culturally diverse we place a great emphasis on promoting diversity with the children. Members of different faiths or religions are also encouraged to share their knowledge to enhance learning within classes and the school. Assemblies also reinforce and support our children’s understanding of faiths and beliefs that are different to their own. 

    Our RE curriculum also reinforces the desire for our children at Heyes Lane to become active and ethical citizens who care about themselves, their community and the wider world, whilst developing an understanding and fairness that they can take forward with them to help make the world a better place.

    The RE curriculum also supports the children to ‘Be the Best Me’.