RE

Learning

What does RE look like at Meldreth Primary School?

During their time at Meldreth Primary School, your child will learn about the six main religions (Christianity, Islam, Sikhism, Judaism, Hinduism and Buddhism) and be encouraged to explore their own beliefs in light of what they learn. It is hoped that the children will use these lessons to inform their own values and morals and develop their awareness of themselves and others.

At Meldreth we plan the religious education curriculum in accordance with the Cambridgeshire LA’s Agreed Syllabus. We ensure that the topics studied build upon prior learning. We offer opportunities for children of all abilities to develop their skills and knowledge in each unit, and we ensure that the planned progression built into the scheme of work offers the children an increasing challenge as they move through school.

Through the teaching of Religious Education and as a result of our real, relevant and engaging Religious Education curriculum children will be genuinely enthusiastic about RE in all its forms.
By encouraging dialogue and inquisitiveness amongst our children in RE lessons they will develop an understanding of major world faiths and will show respect for the beliefs of people around them. The syllabus will demystify the differences of customs and cultures children will meet in life and they will be able to make informed decisions for their own faith journeys.
 
Our Curriculum Aims
Our curriculum aims to ensure that all pupil have:
  • an introduction to the essential knowledge they need to be educated citizens
  • real and relevant experiences for children
  • a core focus on key life skills and links to the local community (faith groups)
  • opportunities for children to draw on their own personal experiences allowing them to make links to the concepts being
  • the knowledge and cultural capital to succeed in life
  • opportunities to promote an ethos of respect for others, challenge stereotypes, celebrate diversity and build an understanding of other cultures and beliefs
  • opportunity reflect on own experiences and to develop a personal response to the fundamental questions of life
 
Curriculum Content
Early Years Foundation Stage: During the Early Years Foundation Stage (EYFS), Religious Education may be taught as part of whole class topics or themes. The Agreed Syllabus uses the following themes to explore religion: Special and Belonging. Children explore these ideas through topics such as special times, special objects, special people, special books, how we show belonging, the natural world, new life, new places, and stories provide excellent opportunities for RE foundation work in the Early Years  and are successfully built on at Key Stage 1. Examples for exploration in Religious Education:
  • Let’s find out about the Christmas story
  • Let’s find out about Celebrations
Key Stage 1 Pupils must be taught about:
Christianity - introduction to beliefs and practices and their impact. Example of Unit Question - How do Christians celebrate Easter?
Buddhism – introduction to some beliefs and practices and their impact. Example of Unit Question - How do Buddhists worship?
Religious diversity - introduction to the diverse religious and non-religious landscape in the local area (including differing denominations). Example of Unit Question -What can we find out about our local faith communities?
 
Key Stage 2 Pupils must be taught about:
Christianity – beliefs and practices across the denominations and the impact of these for individuals and communities. Examples of Unit Questions - Why are Good Friday and Easter Sunday the most important days for Christians? So, what do we now know about Christianity? (Statutory Bridging Unit)
Hinduism – some beliefs and practices and the impact of these for individuals and communities Example of Unit Question - What do Hindus believe?
Judaism – some beliefs and practices and the impact of these for individuals and communities Example of Unit Question - Why do Jewish people go to the synagogue?
Religious diversity -the diverse religious and non-religious landscape across the region, including a special study of a local Muslim community Examples of Unit Questions - What can we find out about diversity in our region? What can we find out about a local Muslim community?
Similarities and differences within and between religious and non-religious worldviews through at least one thematic study e.g. about ritual, the environment, care for others Examples of Unit Questions - How do people show care for others? Why do people use ritual in their lives?