Religious Education Statement of Intention
At Bransty we recognise that RE is an important curriculum subject. It is important in its own right and also makes a unique contribution to the spiritual, moral, social and cultural development of pupils and supports wider community cohesion. At Bransty we are keen to ensure all pupils receive high-quality RE.
We aim to approach our wider curriculum teacher by applying it as much to other curriculum areas as possible. Cross-curricular dimensions such as identity, cultural diversity and community cohesion provide important unifying themes that help young people make sense of the world and give education relevance. They reflect the major ideas and challenges that face individuals and society and can provide a focus for work within and between subjects and across the curriculum as a whole.
Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and worldviews that offer answers to questions such as these. RE also contributes to pupils’ personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society. RE can also make important contributions to other parts of the school curriculum such as citizenship and personal, social, health and economic education (PSHE education). It offers opportunities for personal reflection and spiritual development, deepening the understanding of the significance of religion in the lives of others – individually, communally and cross-culturally.
Spiritual, moral, social and cultural development
We aim for all pupils to follow a balanced and broadly based curriculum which ‘promotes the spiritual, moral, cultural, social, mental and physical development of pupils and of society, and prepares pupils for the opportunities, responsibilities and experiences of later life’.
Learning about and from religions and beliefs, through the distinct knowledge, understanding and skills contained in RE within a broad-based curriculum, is essential to achieving these aims. Exploring the concepts of religion and belief and their roles in the spiritual, moral and cultural lives of people in a diverse society helps individuals develop moral awareness and social understanding.
Personal development and well-being
RE plays an important role in preparing pupils for adult life, employment and lifelong learning. It helps children and young people become successful learners, confident individuals and responsible citizens. It gives them the knowledge, skills and understanding to discern and value truth and goodness, strengthening their capacity for making moral judgements and for evaluating different types of commitment to make positive and healthy choices.
RE provides a positive context within which the diversity of cultures, beliefs and values can be celebrated and explored.
• The community within which the school is located – RE provides opportunities to investigate patterns of diversity of religion and belief and forge links with different groups in the local area.
• The UK community – a major focus of RE is the study of diversity of religion and belief in the UK and how this influences national life.
• The global community – RE involves the study of matters of global significance recognising the diversity of religion and belief and its impact on world issues. RE subject matter gives particular opportunities to promote an ethos of respect for others, challenge stereotypes and build understanding of other cultures and beliefs. This contributes to promoting a positive and inclusive school ethos that champions democratic values and human rights. In summary, religious education for children and young people:
• Provokes challenging questions about the meaning and purpose of life, beliefs, the self, issues of right and wrong, and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development
• Encourages pupils to explore their own beliefs (whether they are religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses. This also builds resilience to anti-democratic or extremist narratives
• Enables pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society
• Teaches pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice
• Prompts pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.
At Bransty we have collective worship daily during carpet times where we can discuss issues or areas of news which can support the children with their understanding of their peer’s beliefs. We also collect weekly as bubbles with Mrs Fearon for our assembly which is themed very closely to our RE scheme we use through school.
5% of our curriculum time is devoted to ingratiating R.E and SMCS into our classroom in KS1 and KS2. Early Years learn and develop these skills through their play and using the Early Years Foundation Stage framework alongside to ensure the children become to understand the world around them.
