Religious Education Curriculum Statement
Students can engage with controversial issues and learn to disagree respectfully with each other.
ur school PRAISE vision. This vision is fully implemented through daily acts of worship as well as being brought into our class learning and life around school continually. These key values are:
Perseverance, Respect, , , and
“to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.”
This syllabus provides RE objectives and key questions that are academically challenging and personally inspiring. The units of work provoke challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues or right and wrong and what it means to be human.
Alongside this syllabus, Pilsley also uses the compatible Understanding Christianity scheme of work. As a Church of England school we have a specific focus on Christianity which comes into Collective Worship every day and our RE lessons. Use of this resource has raised standards and sets high expectations for learning in RE. The Understanding Christianity resource covers eight core concepts at the heart of mainstream Christian belief. Their building blocks set out clear progression from EYFS to KS3.
The core concepts are:
The progression of concepts is shown here:
Understanding Christianity’s approach to teaching about Christianity builds up pupils’ encounters
with biblical concepts through texts, placing the texts and concepts within the wider Bible story. Each unit addresses a concept, through some key questions, exploring core Bible texts, their impact for Christians, and possible implications for pupils. Each unit incorporates the three elements below:
Each child has an RE book which follows them up through school. Children are encouraged to look back at previous work that links to their current learning. This also allows teachers to build on prior learning and make connections. Every RE unit has a key question that is introduced in the first lesson. By the end of the unit, children are expected to respond to the question in a range of ways; this could be a piece of extended writing, artwork or a class debate. RE lessons are planned in a way that children receive continuous feedback from their teacher and peers through discussion and sharing.