At Flyford Flavell First School our R.E. curriculum aims to ensure that all pupils:
Know about and understand a range of religions and worldviews, so that they can:
Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:
Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
Right of withdrawal
In the UK, parents still have the right to withdraw their children from Religious Education on the grounds that they wish to provide their own. (School Standards and Framework Act 1998 S71 ) Please come and talk to us if you feel you need to withdraw your child from our R.E. curriculum.
During our home visits and transition sessions we gather child and family specific information so we can celebrate the diversity of our school community. Stories support the learning and children’s understanding of differences in beliefs and cultures. They celebrate and discuss cultural events such as Christmas, Easter, Diwali, Chinese New Year and Passover and share the beliefs behind these events. We use our online learning journal to enable parents and children to share their own experiences and knowledge of these events.
Key Stage One
Pupils will have the opportunity to enquire about the world and develop knowledge of different religions through stories and thoughtful activities. They will discuss what people find wonderful about the world and learn about religious views of and what it means to belong for Christians, Jews and Muslims perspective. They will learn how they can thank God for what they have through the Harvest festival and Passover. The children will learn why we give and receive gifts through learning about the celebrations of Christmas, Diwalli, Eid-Al Fitr and Chinese New Year. Pupils will also learn about friendship by reflecting on themselves and how they are good friends, whilst exploring how friendship is shown through biblical stories such as the story of Zaccheus, Mary and Martha and the Stilling of the Storm. They will also learn about the Easter story and why Easter is an important time for Christians. The children will explore what makes them unique, making comparisons with themselves and others.
Through an enquiry based approach pupils learn about the concepts of choices, remembering, authority, changing emotions, God and belonging. They explore the ideas and beliefs of different religions, particularly Christianity and Judaism. Children learn through exploring artefacts, stories and sharing their own experiences. The children also have opportunities to ask questions to develop their own knowledge and understanding.
Lower Key Stage Two
Children develop an understanding of peace, symbolism, love, hope, kindness, prayer and commitment, linking these to their own experiences before hearing stories from around the world and different religions. Children are encouraged to discuss their own beliefs and those of their families in class conversations and reflections. The children also have the opportunity to explore a wide range of Art throughout the year, concentrating on stained glass windows, peace doves and mehndi patterns. The children explore themes of kindness, light, sacrifice and life and celebration, through a multitude of faiths. These include Christianity, Sikhism and Judaism. The children will make comparisons of different traditions, festivals and customs between faiths and are encouraged to share their views both in reflection and in class discussion.
Upper Key Stage Two
In Years Five and Six, pupils will continue to develop their understanding of a wide range of religious beliefs and values and their understanding of contemporary society; individually, communally and cross-culturally. It will also be taught with and contribute to the pupils’ personal development, well-being and community cohesion in PSHE (personal, social, health and economic education) by promoting mutual-respect and tolerance in a diverse society. It will also offer opportunities for personal reflection and development and to help challenge prejudices through personal reflections and class discussions.