Rift House Primary School
Religious Education
EYFS
Religious Education (RE) makes a significant contribution to children’s wider learning and development in the early years. The statutory requirement for RE begins when children are placed on the school roll. RE is, therefore, not compulsory in Nursery. However we believe that RE does form a valuable part of the educational experience of children throughout the key stage and therefore deliver RE at Nursery.
RE can help children to develop:
• a positive sense of themselves and how they can manage their own feelings and ideas
• positive relationships with others and respect for all
• listening and speaking skills and confidence in expressing themselves
• making sense of the world around them as they explore, observe and find out about the environment, people, places and objects and how people celebrate special times
• differing ways to express themselves through art, music, movement, dance, role play, design and technology.
KS1 and KS2
RE is an academically rigorous subject which makes a distinctive contribution to pupils’ overall knowledge. It contributes dynamically to pupils’ education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. In RE pupils learn about religious and non-religious worldviews in order to discover, explore and consider different answers to these questions. They learn to interpret, analyse, evaluate and critically respond to the claims that religious and non-religious worldviews make. Pupils learn to express their insights and to agree or disagree respectfully. Teaching therefore should equip pupils with knowledge and understanding of what is meant by the terms ‘religion’ and ‘worldview’ as well as systematic knowledge and understanding of a range of religious and non-religious worldviews. Teaching should enable pupils to appreciate that worldviews are complex, diverse and plural and have influence on individuals, communities, societies and cultures.
RE offers opportunities for personal reflection and pupils’ spiritual, moral, social and cultural development as it encourages pupils to examine the significance of their learning in relation to themselves and others. It enables pupils to explore their own beliefs (whether they are religious or not), ideas, feelings, experiences and values in the light of what they learn. RE encourages empathy and respect. It enables pupils to develop their own sense of identity and belonging. It also promotes respect for the right of others to hold different beliefs, values and ideas.
RE should develop in pupils an aptitude for dialogue so that they can participate positively in our society with its diverse religious and non-religious worldviews. RE enables pupils to have a nuanced and informed understanding of political, social and moral issues that they will need to face as they grow up in an increasingly globalised world. It helps pupils deal positively with controversial issues, to manage strongly held differences of belief and to challenge stereotypes and prejudice. As such RE is central to good local, national and global citizenship. It makes a significant contribution to the active promotion of mutual respect and tolerance of others’ faiths and beliefs, a fundamental British value. It prepares pupils for life in modern Britain. Teaching in RE must promote therefore openness, respect for others, scholarly accuracy and critical enquiry.
Aims
The Hartlepool Agreed Syllabus for Religious Education aims to ensure that pupils:
• develop deepening knowledge and understanding about a range of religious and non-religious worldviews so that they can:
- describe and explain beliefs and theological concepts
- describe and explain some sources of authority and teachings within and across religious and non-religious traditions
- describe and explain ways in which beliefs are expressed
- know and understand the significance and impact of beliefs and practices on individuals, communities and societies
- connect these together into a coherent framework of beliefs and practices
• gain and deploy deepening understanding of specialist vocabulary and terms
• know and understand about religious diversity within the region, as well as nationally and globally
• know and understand how religion can be defined and what is meant by the term ‘religious and non-religious worldviews’ and with increasing clarity know that these worldviews are complex, diverse and plural
• gain and deploy skills that enable critical thinking and enquiry in relation to the material they study
• reflect on their own thoughts, feelings, experiences, ideas, values and beliefs with increasing discernment
Curriculum Summary
In the Early Years starting from our 2 year old provision through to reception, staff make use of the non-statutory guidance Birth to Five matters whilst ensuring the statutory framework for the EYFS is met. Reception children are assessed against the appropriate early learning goals for understanding the world and personal, social and emotional development to contribute to them reaching a good level of development. During the Early Years Foundation Stage, children may begin to explore the world of religion in terms of special people, books, times, places and objects and by visiting places of worship. They listen to and talk about stories. They may be introduced to religious words and concepts and use their senses in exploring religions and beliefs, practices and forms of expression. They begin to ask questions and reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.
The Hartlepool Agreed Syllabus for Religious Education uses the following themes to explore religion in the early years:
• Special: special times, people, places, objects, books (this includes stories)
• Belonging: how belonging and identity are expressed.
These two themes introduce children to some of the practices, beliefs and ideas within religious traditions. Planning for RE in the early years should take account of the purpose, aims and elements of RE in this Agreed Syllabus. Children will be introduced to some religious practices (knowledge and understanding), given opportunities to ask questions (critical thinking) and given opportunities to reflect on their own experiences and feelings (personal reflection).
Pupils will study Christianity at each of the key stages (KS1 to KS4). It is a requirement of the Agreed Syllabus that each of the principal religions are studied in a systematic way at least once during a child’s education. Therefore, at Rift House children will be taught Christianity and Hinduism in KS1 and Christianity, Islam and Sikhism in KS2. The RE curriculum will also include study of other religious worldviews and non-religious worldviews as appropriate. These will be taught through thematic units (the study of one topic across several traditions), through units on religious diversity and through systematic units of work.
In KS1 and KS2 RE is generally delivered in a two block afternoon lessons each half term. Children have enough time to fully immerse themselves in the subject to apply new knowledge and deepen skills and understanding. Learning time is effectively used and children make steady progress throughout the year.
The school makes use of streamlined progression and curriculum content mapping to secure strong foundations in RE. For each lesson unit teachers use specifically designed curriculum documents that are clear, concise and only contain all relevant information needed in an easy to access format. The documents are closely matched to the Hartlepool Agreed Syllabus for Religious Education which provides a fundamental overview of Religious Education in EYFS, KS1 and KS2. Our RE curriculum is coherent and progressive, enabling pupils to deepen their knowledge and understanding of religious and non-religious worldviews and their understanding of the complex, diverse and plural nature of belief systems (concepts).
Enquiry questions are at the heart of RE at all key stages. They enable pupils to build on previous learning and deepen and broaden their understanding through increasingly sophisticated and complex systematic and thematic enquiries. They should be used for units of work at all key stages and include the opportunity for creative, hands-on learning.
Teachers create memorable moments for children and document the sessions in ‘learning journeys’ that children can access regularly to recap learning and support them in knowing how their prior learning helped them to access new learning. This will support the children in remembering more.
Collective Worship
By providing high quality collective worship, our school builds on an inclusive ethos around shared purposes and values, which contributes significantly to the spiritual, moral and cultural development of each child and to a thriving learning community.
At Rift House collective worship aims to provide the opportunity for our pupils to consider a broadly Christian theme, to consider spiritual and moral issues and to explore their own beliefs; to encourage participation and response, whether through active involvement in the presentation of worship or through listening to, watching and joining in the worship offered; and to develop community spirit, promote a common ethos and shared values, and reinforce positive attitudes.
Our long term overview of collective worship includes reoccurring cycles of themes, such as religious celebrations, British values, mental health and well-being, as well as themes linked to current national or international affairs and events. These themes are usually delivered by our school teachers, but we acknowledge the positive contribution visitors can have to pupils’ spiritual, moral, social and cultural development and therefore invite people of interest and importance to share first hand experiences with the children.
Specific examples of Collective Worship at Rift House:
- Songs and hymns sung in assembly
- Reading of psalms and religious passages
- Class-based reflection on religious stories
Withdrawal from RE and Collective Worship
Religious Education in Rift House Primary School is an academically rigorous subject which is inclusive of all, whatever their religious or non-religious views.
We follow the Hartlepool Agreed Syllabus. This encourages pupils to ask challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issue of right and wrong and what it means to be human.
As they progress through school they deepen their knowledge and understanding of a range of religious and non-religious worldviews and begin to understand the complexity, diversity and plural nature of religious and non-religious worldviews. Religious Education in Rift House Primary School plays a key part in developing critical thinking and personal reflection.
The syllabus recognises the place of Christianity and the other principle religions in the UK and includes non-religious world views. It is not designed to promote a particular religion or religious belief on pupils but does makes a significant contribution to the active promotion of mutual respect.
Collective worship in Rift House Primary School is educational, inclusive, invitational and reflective. It is not the same as ‘corporate worship’ which takes place in churches, synagogues, mosques, gurdwaras and temples etc.
Collective worship provides an opportunity in the school day for pupils and staff to reflect together on what is important in life, what it means to be human, ideas of right and wrong, how people live and work together as communities, both in school and beyond and the ways in which people in different places and times have experienced, responded to and expressed these issues and values.
All parents do have the right to withdraw their child from Religious Education and / or collective worship. Any parent considering this is asked to contact the headteacher to arrange a discussion.
Exploring the real world
Learning opportunities are far greater when children have the chance to experience something first hand. Not only does it allow children the opportunity to use all their senses when they are exploring a new object or experience, but it also increases motivation, can improve behaviour as the child is more engaged, helps to develop communication and language skills as experiences give children something to talk about, and consequently, further develops their understanding of the world. Therefore, at Rift House Primary school we aim to enable children to experience Religious Education through visits and welcoming visitors to school.
Walk Around School
Please enjoy looking at all the exciting things that happened at Rift House in the recent months below.
Learning journeys
As mentioned earlier, teachers create memorable moments for children and document the sessions in ‘learning journeys’ that children can access regularly to recap learning and support them in knowing how their prior learning helped them to access new learning. Here are some amazing examples from this year's learning so far.
Autumn 1
Creation story
Year 1 have been learning about the Creation story and explored how Christians thank God for creating this world.
They found out that Harvest is a time to say thank you for all the lovely things God has given us.
The photos show how Year 1 found some of God's creations in our wildlife corner.
Sikhism
In Year 3 children explored Sikhi symbols. Look at their amazing Khanda art work.
Christianity and the Bible
Year 4 children have been learning about the Bible and how it is important to Christians. During their research they learnt about the 10 commandments and put their learning into practice by writing a letter to Mr Turner. Have a look!
Autumn 2
Christmas celebrations 
We have had a wonderful Advent and Christmas time at Rift House. Children enjoyed a variety of activities during this time. They went on school visits, created amazing Christmas products for our Christmas Fayre, visited the pantomime and most importantly learnt about the reason why we celebrate Christmas in the first place.
Spring 1
Our KS1 and KS2 children visited different churches in Hartlepool. By visiting churches, our children were able to experience the atmosphere, architecture, and rituals firsthand, which greatly enhances their learning experience. It has been wonderful to hear that the children enjoyed their visits to the churches as they all provided positive feedback.
What do children say about RE?
A Year 1 child said 'I love doing Art in RE'.
'We learnt about Easter and Easter symbols. We made hot cross buns. That was yummy!' exclaimed a Year 2 learner.
A Year 3 child commented 'When we learnt about Sikhi people, we found out they have a kitchen in their Gurdwara. So they can feed all people in need. We had some Indian food too.'
'In RE we learn a lot through videos and texts, but going out and visiting places is the best!' noted a Year 4 student.
In Year 5 a child said 'In RE write personal reflections and opinions. I like that because it makes me think of how I feel about somethig'.
'I like to compare different religious rituals in our lesson. It shows how things can be similar but also very different.' stated a Year 6 pupil.
Rift House Primary School
Religious Education
EYFS
Religious Education (RE) makes a significant contribution to children’s wider learning and development in the early years. The statutory requirement for RE begins when children are placed on the school roll. RE is, therefore, not compulsory in Nursery. However we believe that RE does form a valuable part of the educational experience of children throughout the key stage and therefore deliver RE at Nursery.
RE can help children to develop:
• a positive sense of themselves and how they can manage their own feelings and ideas
• positive relationships with others and respect for all
• listening and speaking skills and confidence in expressing themselves
• making sense of the world around them as they explore, observe and find out about the environment, people, places and objects and how people celebrate special times
• differing ways to express themselves through art, music, movement, dance, role play, design and technology.
KS1 and KS2
RE is an academically rigorous subject which makes a distinctive contribution to pupils’ overall knowledge. It contributes dynamically to pupils’ education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. In RE pupils learn about religious and non-religious worldviews in order to discover, explore and consider different answers to these questions. They learn to interpret, analyse, evaluate and critically respond to the claims that religious and non-religious worldviews make. Pupils learn to express their insights and to agree or disagree respectfully. Teaching therefore should equip pupils with knowledge and understanding of what is meant by the terms ‘religion’ and ‘worldview’ as well as systematic knowledge and understanding of a range of religious and non-religious worldviews. Teaching should enable pupils to appreciate that worldviews are complex, diverse and plural and have influence on individuals, communities, societies and cultures.
RE offers opportunities for personal reflection and pupils’ spiritual, moral, social and cultural development as it encourages pupils to examine the significance of their learning in relation to themselves and others. It enables pupils to explore their own beliefs (whether they are religious or not), ideas, feelings, experiences and values in the light of what they learn. RE encourages empathy and respect. It enables pupils to develop their own sense of identity and belonging. It also promotes respect for the right of others to hold different beliefs, values and ideas.
RE should develop in pupils an aptitude for dialogue so that they can participate positively in our society with its diverse religious and non-religious worldviews. RE enables pupils to have a nuanced and informed understanding of political, social and moral issues that they will need to face as they grow up in an increasingly globalised world. It helps pupils deal positively with controversial issues, to manage strongly held differences of belief and to challenge stereotypes and prejudice. As such RE is central to good local, national and global citizenship. It makes a significant contribution to the active promotion of mutual respect and tolerance of others’ faiths and beliefs, a fundamental British value. It prepares pupils for life in modern Britain. Teaching in RE must promote therefore openness, respect for others, scholarly accuracy and critical enquiry.
Aims
The Hartlepool Agreed Syllabus for Religious Education aims to ensure that pupils:
• develop deepening knowledge and understanding about a range of religious and non-religious worldviews so that they can:
- describe and explain beliefs and theological concepts
- describe and explain some sources of authority and teachings within and across religious and non-religious traditions
- describe and explain ways in which beliefs are expressed
- know and understand the significance and impact of beliefs and practices on individuals, communities and societies
- connect these together into a coherent framework of beliefs and practices
• gain and deploy deepening understanding of specialist vocabulary and terms
• know and understand about religious diversity within the region, as well as nationally and globally
• know and understand how religion can be defined and what is meant by the term ‘religious and non-religious worldviews’ and with increasing clarity know that these worldviews are complex, diverse and plural
• gain and deploy skills that enable critical thinking and enquiry in relation to the material they study
• reflect on their own thoughts, feelings, experiences, ideas, values and beliefs with increasing discernment
Curriculum Summary
In the Early Years starting from our 2 year old provision through to reception, staff make use of the non-statutory guidance Birth to Five matters whilst ensuring the statutory framework for the EYFS is met. Reception children are assessed against the appropriate early learning goals for understanding the world and personal, social and emotional development to contribute to them reaching a good level of development. During the Early Years Foundation Stage, children may begin to explore the world of religion in terms of special people, books, times, places and objects and by visiting places of worship. They listen to and talk about stories. They may be introduced to religious words and concepts and use their senses in exploring religions and beliefs, practices and forms of expression. They begin to ask questions and reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.
The Hartlepool Agreed Syllabus for Religious Education uses the following themes to explore religion in the early years:
• Special: special times, people, places, objects, books (this includes stories)
• Belonging: how belonging and identity are expressed.
These two themes introduce children to some of the practices, beliefs and ideas within religious traditions. Planning for RE in the early years should take account of the purpose, aims and elements of RE in this Agreed Syllabus. Children will be introduced to some religious practices (knowledge and understanding), given opportunities to ask questions (critical thinking) and given opportunities to reflect on their own experiences and feelings (personal reflection).
Pupils will study Christianity at each of the key stages (KS1 to KS4). It is a requirement of the Agreed Syllabus that each of the principal religions are studied in a systematic way at least once during a child’s education. Therefore, at Rift House children will be taught Christianity and Hinduism in KS1 and Christianity, Islam and Sikhism in KS2. The RE curriculum will also include study of other religious worldviews and non-religious worldviews as appropriate. These will be taught through thematic units (the study of one topic across several traditions), through units on religious diversity and through systematic units of work.
In KS1 and KS2 RE is generally delivered in a two block afternoon lessons each half term. Children have enough time to fully immerse themselves in the subject to apply new knowledge and deepen skills and understanding. Learning time is effectively used and children make steady progress throughout the year.
The school makes use of streamlined progression and curriculum content mapping to secure strong foundations in RE. For each lesson unit teachers use specifically designed curriculum documents that are clear, concise and only contain all relevant information needed in an easy to access format. The documents are closely matched to the Hartlepool Agreed Syllabus for Religious Education which provides a fundamental overview of Religious Education in EYFS, KS1 and KS2. Our RE curriculum is coherent and progressive, enabling pupils to deepen their knowledge and understanding of religious and non-religious worldviews and their understanding of the complex, diverse and plural nature of belief systems (concepts).
Enquiry questions are at the heart of RE at all key stages. They enable pupils to build on previous learning and deepen and broaden their understanding through increasingly sophisticated and complex systematic and thematic enquiries. They should be used for units of work at all key stages and include the opportunity for creative, hands-on learning.
Teachers create memorable moments for children and document the sessions in ‘learning journeys’ that children can access regularly to recap learning and support them in knowing how their prior learning helped them to access new learning. This will support the children in remembering more.
Collective Worship
By providing high quality collective worship, our school builds on an inclusive ethos around shared purposes and values, which contributes significantly to the spiritual, moral and cultural development of each child and to a thriving learning community.
At Rift House collective worship aims to provide the opportunity for our pupils to consider a broadly Christian theme, to consider spiritual and moral issues and to explore their own beliefs; to encourage participation and response, whether through active involvement in the presentation of worship or through listening to, watching and joining in the worship offered; and to develop community spirit, promote a common ethos and shared values, and reinforce positive attitudes.
Our long term overview of collective worship includes reoccurring cycles of themes, such as religious celebrations, British values, mental health and well-being, as well as themes linked to current national or international affairs and events. These themes are usually delivered by our school teachers, but we acknowledge the positive contribution visitors can have to pupils’ spiritual, moral, social and cultural development and therefore invite people of interest and importance to share first hand experiences with the children.
Specific examples of Collective Worship at Rift House:
- Songs and hymns sung in assembly
- Reading of psalms and religious passages
- Class-based reflection on religious stories
Withdrawal from RE and Collective Worship
Religious Education in Rift House Primary School is an academically rigorous subject which is inclusive of all, whatever their religious or non-religious views.
We follow the Hartlepool Agreed Syllabus. This encourages pupils to ask challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issue of right and wrong and what it means to be human.
As they progress through school they deepen their knowledge and understanding of a range of religious and non-religious worldviews and begin to understand the complexity, diversity and plural nature of religious and non-religious worldviews. Religious Education in Rift House Primary School plays a key part in developing critical thinking and personal reflection.
The syllabus recognises the place of Christianity and the other principle religions in the UK and includes non-religious world views. It is not designed to promote a particular religion or religious belief on pupils but does makes a significant contribution to the active promotion of mutual respect.
Collective worship in Rift House Primary School is educational, inclusive, invitational and reflective. It is not the same as ‘corporate worship’ which takes place in churches, synagogues, mosques, gurdwaras and temples etc.
Collective worship provides an opportunity in the school day for pupils and staff to reflect together on what is important in life, what it means to be human, ideas of right and wrong, how people live and work together as communities, both in school and beyond and the ways in which people in different places and times have experienced, responded to and expressed these issues and values.
All parents do have the right to withdraw their child from Religious Education and / or collective worship. Any parent considering this is asked to contact the headteacher to arrange a discussion.
Exploring the real world
Learning opportunities are far greater when children have the chance to experience something first hand. Not only does it allow children the opportunity to use all their senses when they are exploring a new object or experience, but it also increases motivation, can improve behaviour as the child is more engaged, helps to develop communication and language skills as experiences give children something to talk about, and consequently, further develops their understanding of the world. Therefore, at Rift House Primary school we aim to enable children to experience Religious Education through visits and welcoming visitors to school.
Walk Around School
Please enjoy looking at all the exciting things that happened at Rift House in the recent months below.
Learning journeys
As mentioned earlier, teachers create memorable moments for children and document the sessions in ‘learning journeys’ that children can access regularly to recap learning and support them in knowing how their prior learning helped them to access new learning. Here are some amazing examples from this year's learning so far.
Autumn 1
Creation story
Year 1 have been learning about the Creation story and explored how Christians thank God for creating this world.
They found out that Harvest is a time to say thank you for all the lovely things God has given us.
The photos show how Year 1 found some of God's creations in our wildlife corner.
Sikhism
In Year 3 children explored Sikhi symbols. Look at their amazing Khanda art work.
Christianity and the Bible
Year 4 children have been learning about the Bible and how it is important to Christians. During their research they learnt about the 10 commandments and put their learning into practice by writing a letter to Mr Turner. Have a look!
Autumn 2
Christmas celebrations
We have had a wonderful Advent and Christmas time at Rift House. Children enjoyed a variety of activities during this time. They went on school visits, created amazing Christmas products for our Christmas Fayre, visited the pantomime and most importantly learnt about the reason why we celebrate Christmas in the first place.
Spring 1
Our KS1 and KS2 children visited different churches in Hartlepool. By visiting churches, our children were able to experience the atmosphere, architecture, and rituals firsthand, which greatly enhances their learning experience. It has been wonderful to hear that the children enjoyed their visits to the churches as they all provided positive feedback.
What do children say about RE?
A Year 1 child said 'I love doing Art in RE'.
'We learnt about Easter and Easter symbols. We made hot cross buns. That was yummy!' exclaimed a Year 2 learner.
A Year 3 child commented 'When we learnt about Sikhi people, we found out they have a kitchen in their Gurdwara. So they can feed all people in need. We had some Indian food too.'
'In RE we learn a lot through videos and texts, but going out and visiting places is the best!' noted a Year 4 student.
In Year 5 a child said 'In RE write personal reflections and opinions. I like that because it makes me think of how I feel about somethig'.
'I like to compare different religious rituals in our lesson. It shows how things can be similar but also very different.' stated a Year 6 pupil.
Rift House Primary School
Religious Education
EYFS
Religious Education (RE) makes a significant contribution to children’s wider learning and development in the early years. The statutory requirement for RE begins when children are placed on the school roll. RE is, therefore, not compulsory in Nursery. However we believe that RE does form a valuable part of the educational experience of children throughout the key stage and therefore deliver RE at Nursery.
RE can help children to develop:
• a positive sense of themselves and how they can manage their own feelings and ideas
• positive relationships with others and respect for all
• listening and speaking skills and confidence in expressing themselves
• making sense of the world around them as they explore, observe and find out about the environment, people, places and objects and how people celebrate special times
• differing ways to express themselves through art, music, movement, dance, role play, design and technology.
KS1 and KS2
RE is an academically rigorous subject which makes a distinctive contribution to pupils’ overall knowledge. It contributes dynamically to pupils’ education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. In RE pupils learn about religious and non-religious worldviews in order to discover, explore and consider different answers to these questions. They learn to interpret, analyse, evaluate and critically respond to the claims that religious and non-religious worldviews make. Pupils learn to express their insights and to agree or disagree respectfully. Teaching therefore should equip pupils with knowledge and understanding of what is meant by the terms ‘religion’ and ‘worldview’ as well as systematic knowledge and understanding of a range of religious and non-religious worldviews. Teaching should enable pupils to appreciate that worldviews are complex, diverse and plural and have influence on individuals, communities, societies and cultures.
RE offers opportunities for personal reflection and pupils’ spiritual, moral, social and cultural development as it encourages pupils to examine the significance of their learning in relation to themselves and others. It enables pupils to explore their own beliefs (whether they are religious or not), ideas, feelings, experiences and values in the light of what they learn. RE encourages empathy and respect. It enables pupils to develop their own sense of identity and belonging. It also promotes respect for the right of others to hold different beliefs, values and ideas.
RE should develop in pupils an aptitude for dialogue so that they can participate positively in our society with its diverse religious and non-religious worldviews. RE enables pupils to have a nuanced and informed understanding of political, social and moral issues that they will need to face as they grow up in an increasingly globalised world. It helps pupils deal positively with controversial issues, to manage strongly held differences of belief and to challenge stereotypes and prejudice. As such RE is central to good local, national and global citizenship. It makes a significant contribution to the active promotion of mutual respect and tolerance of others’ faiths and beliefs, a fundamental British value. It prepares pupils for life in modern Britain. Teaching in RE must promote therefore openness, respect for others, scholarly accuracy and critical enquiry.
Aims
The Hartlepool Agreed Syllabus for Religious Education aims to ensure that pupils:
• develop deepening knowledge and understanding about a range of religious and non-religious worldviews so that they can:
- describe and explain beliefs and theological concepts
- describe and explain some sources of authority and teachings within and across religious and non-religious traditions
- describe and explain ways in which beliefs are expressed
- know and understand the significance and impact of beliefs and practices on individuals, communities and societies
- connect these together into a coherent framework of beliefs and practices
• gain and deploy deepening understanding of specialist vocabulary and terms
• know and understand about religious diversity within the region, as well as nationally and globally
• know and understand how religion can be defined and what is meant by the term ‘religious and non-religious worldviews’ and with increasing clarity know that these worldviews are complex, diverse and plural
• gain and deploy skills that enable critical thinking and enquiry in relation to the material they study
• reflect on their own thoughts, feelings, experiences, ideas, values and beliefs with increasing discernment
Curriculum Summary
In the Early Years starting from our 2 year old provision through to reception, staff make use of the non-statutory guidance Birth to Five matters whilst ensuring the statutory framework for the EYFS is met. Reception children are assessed against the appropriate early learning goals for understanding the world and personal, social and emotional development to contribute to them reaching a good level of development. During the Early Years Foundation Stage, children may begin to explore the world of religion in terms of special people, books, times, places and objects and by visiting places of worship. They listen to and talk about stories. They may be introduced to religious words and concepts and use their senses in exploring religions and beliefs, practices and forms of expression. They begin to ask questions and reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.
The Hartlepool Agreed Syllabus for Religious Education uses the following themes to explore religion in the early years:
• Special: special times, people, places, objects, books (this includes stories)
• Belonging: how belonging and identity are expressed.
These two themes introduce children to some of the practices, beliefs and ideas within religious traditions. Planning for RE in the early years should take account of the purpose, aims and elements of RE in this Agreed Syllabus. Children will be introduced to some religious practices (knowledge and understanding), given opportunities to ask questions (critical thinking) and given opportunities to reflect on their own experiences and feelings (personal reflection).
Pupils will study Christianity at each of the key stages (KS1 to KS4). It is a requirement of the Agreed Syllabus that each of the principal religions are studied in a systematic way at least once during a child’s education. Therefore, at Rift House children will be taught Christianity and Hinduism in KS1 and Christianity, Islam and Sikhism in KS2. The RE curriculum will also include study of other religious worldviews and non-religious worldviews as appropriate. These will be taught through thematic units (the study of one topic across several traditions), through units on religious diversity and through systematic units of work.
In KS1 and KS2 RE is generally delivered in a two block afternoon lessons each half term. Children have enough time to fully immerse themselves in the subject to apply new knowledge and deepen skills and understanding. Learning time is effectively used and children make steady progress throughout the year.
The school makes use of streamlined progression and curriculum content mapping to secure strong foundations in RE. For each lesson unit teachers use specifically designed curriculum documents that are clear, concise and only contain all relevant information needed in an easy to access format. The documents are closely matched to the Hartlepool Agreed Syllabus for Religious Education which provides a fundamental overview of Religious Education in EYFS, KS1 and KS2. Our RE curriculum is coherent and progressive, enabling pupils to deepen their knowledge and understanding of religious and non-religious worldviews and their understanding of the complex, diverse and plural nature of belief systems (concepts).
Enquiry questions are at the heart of RE at all key stages. They enable pupils to build on previous learning and deepen and broaden their understanding through increasingly sophisticated and complex systematic and thematic enquiries. They should be used for units of work at all key stages and include the opportunity for creative, hands-on learning.
Teachers create memorable moments for children and document the sessions in ‘learning journeys’ that children can access regularly to recap learning and support them in knowing how their prior learning helped them to access new learning. This will support the children in remembering more.
Collective Worship
By providing high quality collective worship, our school builds on an inclusive ethos around shared purposes and values, which contributes significantly to the spiritual, moral and cultural development of each child and to a thriving learning community.
At Rift House collective worship aims to provide the opportunity for our pupils to consider a broadly Christian theme, to consider spiritual and moral issues and to explore their own beliefs; to encourage participation and response, whether through active involvement in the presentation of worship or through listening to, watching and joining in the worship offered; and to develop community spirit, promote a common ethos and shared values, and reinforce positive attitudes.
Our long term overview of collective worship includes reoccurring cycles of themes, such as religious celebrations, British values, mental health and well-being, as well as themes linked to current national or international affairs and events. These themes are usually delivered by our school teachers, but we acknowledge the positive contribution visitors can have to pupils’ spiritual, moral, social and cultural development and therefore invite people of interest and importance to share first hand experiences with the children.
Specific examples of Collective Worship at Rift House:
- Songs and hymns sung in assembly
- Reading of psalms and religious passages
- Class-based reflection on religious stories
Withdrawal from RE and Collective Worship
Religious Education in Rift House Primary School is an academically rigorous subject which is inclusive of all, whatever their religious or non-religious views.
We follow the Hartlepool Agreed Syllabus. This encourages pupils to ask challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issue of right and wrong and what it means to be human.
As they progress through school they deepen their knowledge and understanding of a range of religious and non-religious worldviews and begin to understand the complexity, diversity and plural nature of religious and non-religious worldviews. Religious Education in Rift House Primary School plays a key part in developing critical thinking and personal reflection.
The syllabus recognises the place of Christianity and the other principle religions in the UK and includes non-religious world views. It is not designed to promote a particular religion or religious belief on pupils but does makes a significant contribution to the active promotion of mutual respect.
Collective worship in Rift House Primary School is educational, inclusive, invitational and reflective. It is not the same as ‘corporate worship’ which takes place in churches, synagogues, mosques, gurdwaras and temples etc.
Collective worship provides an opportunity in the school day for pupils and staff to reflect together on what is important in life, what it means to be human, ideas of right and wrong, how people live and work together as communities, both in school and beyond and the ways in which people in different places and times have experienced, responded to and expressed these issues and values.
All parents do have the right to withdraw their child from Religious Education and / or collective worship. Any parent considering this is asked to contact the headteacher to arrange a discussion.
Exploring the real world
Learning opportunities are far greater when children have the chance to experience something first hand. Not only does it allow children the opportunity to use all their senses when they are exploring a new object or experience, but it also increases motivation, can improve behaviour as the child is more engaged, helps to develop communication and language skills as experiences give children something to talk about, and consequently, further develops their understanding of the world. Therefore, at Rift House Primary school we aim to enable children to experience Religious Education through visits and welcoming visitors to school.
Walk Around School
Please enjoy looking at all the exciting things that happened at Rift House in the recent months below.
Learning journeys
As mentioned earlier, teachers create memorable moments for children and document the sessions in ‘learning journeys’ that children can access regularly to recap learning and support them in knowing how their prior learning helped them to access new learning. Here are some amazing examples from this year's learning so far.
Autumn 1
Creation story
Year 1 have been learning about the Creation story and explored how Christians thank God for creating this world.
They found out that Harvest is a time to say thank you for all the lovely things God has given us.
The photos show how Year 1 found some of God's creations in our wildlife corner.
Sikhism
In Year 3 children explored Sikhi symbols. Look at their amazing Khanda art work.
Christianity and the Bible
Year 4 children have been learning about the Bible and how it is important to Christians. During their research they learnt about the 10 commandments and put their learning into practice by writing a letter to Mr Turner. Have a look!
Autumn 2
Christmas celebrations
We have had a wonderful Advent and Christmas time at Rift House. Children enjoyed a variety of activities during this time. They went on school visits, created amazing Christmas products for our Christmas Fayre, visited the pantomime and most importantly learnt about the reason why we celebrate Christmas in the first place.
Spring 1
Our KS1 and KS2 children visited different churches in Hartlepool. By visiting churches, our children were able to experience the atmosphere, architecture, and rituals firsthand, which greatly enhances their learning experience. It has been wonderful to hear that the children enjoyed their visits to the churches as they all provided positive feedback.
What do children say about RE?
A Year 1 child said 'I love doing Art in RE'.
'We learnt about Easter and Easter symbols. We made hot cross buns. That was yummy!' exclaimed a Year 2 learner.
A Year 3 child commented 'When we learnt about Sikhi people, we found out they have a kitchen in their Gurdwara. So they can feed all people in need. We had some Indian food too.'
'In RE we learn a lot through videos and texts, but going out and visiting places is the best!' noted a Year 4 student.
In Year 5 a child said 'In RE write personal reflections and opinions. I like that because it makes me think of how I feel about somethig'.
'I like to compare different religious rituals in our lesson. It shows how things can be similar but also very different.' stated a Year 6 pupil.