RE

'RE is amazing, we learn different things.' Mohammad year 4

'Every RE lesson I learn something different.' Jake Year 4

As part of our learning about Christianity, Jeremy Hudson and friends from Foundation Matters, came in to tell us about the life of Jesus. They dressed up and became some of the characters that were influential throughout Jesus’s life and told the story from their point of view. The children were able to taste some of the foods that would have been eaten during Jesus's life and had the opportunity to dress up in clothes from that time period.

Rationale

• At Broughton Junior School we believe that religious education (RE) makes a distinctive contribution to the school curriculum.
• It develops pupil’s knowledge and understanding of religion, religious beliefs, practice, language and traditions and their influence on individuals, communities, societies and cultures.
• This subject enables pupils to consider and respond to a range of important questions related to their own spiritual development, the development of values and attitudes and fundamental questions concerning the meaning and purpose of life.
• Education in this subject involves learning about religions and learning from religions.

Aims and Objectives

Our aims in teaching religious education are to offer opportunities for children to:

• Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in our society.    
• Develop an understanding of the influence and beliefs, values and traditions of individuals, communities, societies and cultures.
• Develop the ability to make reasoned judgements about religious and moral issues.
• Develop a positive attitude towards other people, respecting their right to hold different beliefs from their own, and towards living in a society of diverse religions.
•  Enhance their spiritual, moral, cultural and social development by:

• developing awareness of the fundamental questions raised by human experiences, and how religious teachings can relate to them
• responding to questions with reference to the teachings and practices of religions, and to their own understanding and experience
• fostering in students a reflective approach to living

• Develop their sense of identity and belonging, preparing them for life as citizens in a plural society.
• Develop enquiry and response skills through the use of distinctive language, listening and empathy
• Reflect on, analyse and evaluate their beliefs, values and practices and communicate their responses.

SMSC in Religious Education (R.E )

SMSC stands for; spiritual, moral, social and cultural development.

SPIRITUAL DEVELOPMENT

The Spiritual aspect of SMSC is embedded in our lessons, with pupils often being given opportunity to reflect on how the things they have learnt can affect and influences their own lives.

Pupils’ spiritual development is shown by their:

•  Beliefs, religious or otherwise, which inform their perspective on life 

   and their interest in and respect for different people’s feeling and values

•  Sense of enjoyment and fascination in learning about themselves,

   others and the world around them, including the intangible

•  Use of imagination and creativity in their learning

•  Willingness to reflect on their experiences.

MORAL DEVELOPMENT 

The moral aspect of SMSC asks pupils to consider the moral issues of the topics that are being addressed, such as the role of humans and the environment.

Pupils’ moral development in shown by their:

•  Ability to recognise the difference between right and wrong and their

   readiness to apply this understanding in their own lives

•  Understanding of the consequences of their actions

•  Interest in investigating, and offered reasoned views

   about, moral and ethical issues.

SOCIAL DEVELOPMENT

Within Religious Education pupils are given the opportunity to develop their social skills through debate, speaking and listening, group work and using a variety of modern media. We also reflect on issues of community cohesion and the affect religion has on individuals. 

Pupils’ social development is shown by their:

•  Use of a range of social skills in different contexts, including working and 

   socialising with pupils from different religious, ethnic and socio-economic

   backgrounds

•  Willingness to participate in a variety of social settings, cooperating well

   with others and being able to resolve conflicts effectively

•  Interest in and understanding of, the way communities and

   societies function at a variety of levels.

CULTURAL DEVELOPMENT

Religion, Morality and Social skills are underpinned by the culture we live in. Within Religious Studies we look at issues of how religious beliefs affects the culture we live in. We also review world faiths and show the importance of the influence of culture and religion often go hand in hand throughout the world. 

Pupils’ cultural development is shown by their:

•  Understanding and appreciation of the wide range of cultural influences

   that have shaped their own heritage

•  Willingness to participate in, and respond to, for example, artistic, musical,

   sporting, mathematical, technological, scientific and cultural opportunities

•  Interest in exploring, understanding of, and respect for cultural diversity 

   and the extent to which they understand, accept, respect and celebrate 

   diversity, as shown by their attitudes towards different religious,

   ethnic and socio-economic groups in the local, national 

   and global communities.