Religious Education
In 2020, we began using the Devon and Torbay Agreed Syllabus for teaching RE.
Principal aim The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living. At Chagford we use the Devon and Torbay agreed syllabus 2019 - 2024. This syllabus reflects a broad and inclusive curriculum, exploring religion and world views. Staff have received training and will continue to be supported by the curriculum leader, SACRE and the Diocese of Exeter. The curriculum for RE aims to ensure that all pupils: 1. Make sense of a range of religious and non-religious beliefs, so that they can: • identify, describe, explain and analyse beliefs and concepts in the context of living religions, using appropriate vocabulary • explain how and why these beliefs are understood in different ways, by individuals and within communities • recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are used, expressed and interpreted in different ways, developing skills of interpretation 2. Understand the impact and significance of religious and non-religious beliefs, so that they can: • examine and explain how and why people express their beliefs in diverse ways • recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday lives, within their communities and in the wider world • appreciate and appraise the significance of different ways of life and ways of expressing meaning 3. Make connections between religious and non-religious beliefs, concepts, practices and ideas studied, so that they can: • evaluate, reflect on and enquire into key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses • challenge the ideas studied, and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitments clearly in response • discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding We use an enquiry based approach to RE teaching and learning:
Foundation Stage During Foundation Stage, children begin to explore the world of religion in terms of special people, books, times, places and objects, visiting places of worship and through celebration. Children listen to and talk about stories. They are introduced to specialist words and use their senses in exploring religious beliefs, practices and forms of expression. They reflect upon their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live. KS1 At Key Stage 1, pupils learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion for believers, especially other children and their families. Pupils ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to themselves and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging. At Key Stage, 1 pupils should study Christianity, one other religion and consider other world views. KS2 At Key Stage 2, children investigate and consider the impact of religion and belief locally, nationally and globally. They make connections between different aspects of religion and belief and consider different forms of religious expression. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and the importance of dialogue between them. They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their ideas clearly, recognising other people’s viewpoints. They consider their own beliefs and values and those of others in the light of their learning in religious education. At Key Stage 2, children study, in a more systematic way, Christianity, Hinduism, Judaism and Islam and non-religious world views such as Humanism. |
THE RE TEACHING AND LEARNING APPROACH IN DEVON AND TORBAY
This syllabus is designed to support schools in developing and delivering excellence in RE. It responds to national calls for deepening pupils’ knowledge about religions and for developing their ‘religious literacy’. It does this by studying one religion at a time (‘systematic’ units), and then including ‘thematic’ units, which build on learning by comparing the religions, beliefs and practices studied.
In order to support teachers in exploring the selected beliefs, this syllabus sets out an underlying teaching and learning approach, whereby pupils encounter core concepts in religions and beliefs in a coherent way, developing their understanding and their ability to handle questions of religion and belief.
The teaching and learning approach has three core elements, which are woven together to provide breadth and balance within teaching and learning about religions and beliefs, underpinning the aims of RE outlined on p.8 of the Devon & Torbay Agreed Syllabus for RE 2019 - 2024. Teaching and learning in the classroom will encompass all three elements, allowing for overlap between elements as suits the religion, concept and question being explored.
These elements set the context for open exploration of religion and belief. They offer a structure through which pupils can encounter diverse religious traditions alongside non-religious worldviews – which reflect the backgrounds of many pupils in our school. The elements present a broad and flexible strategy that allows for different traditions to be treated with integrity. These elements offer a route through each unit while also allowing for a range of questions reflecting different approaches, for example, from religious studies, philosophy, sociology, ethics and theology.
Teaching and learning approach and the aims for RE in Devon and Torbay
The three elements of the teaching and learning approach in this syllabus reflect the aims for RE set out on p.8 of the Devon & Torbay Agreed Syllabus for RE 2019 - 2024. Units of study offer content and ideas for enabling pupils to achieve these aims. These three elements are:
Making sense of beliefs
This syllabus is designed to support schools in developing and delivering excellence in RE. It responds to national calls for deepening pupils’ knowledge about religions and for developing their ‘religious literacy’. It does this by studying one religion at a time (‘systematic’ units), and then including ‘thematic’ units, which build on learning by comparing the religions, beliefs and practices studied.
In order to support teachers in exploring the selected beliefs, this syllabus sets out an underlying teaching and learning approach, whereby pupils encounter core concepts in religions and beliefs in a coherent way, developing their understanding and their ability to handle questions of religion and belief.
The teaching and learning approach has three core elements, which are woven together to provide breadth and balance within teaching and learning about religions and beliefs, underpinning the aims of RE outlined on p.8 of the Devon & Torbay Agreed Syllabus for RE 2019 - 2024. Teaching and learning in the classroom will encompass all three elements, allowing for overlap between elements as suits the religion, concept and question being explored.
These elements set the context for open exploration of religion and belief. They offer a structure through which pupils can encounter diverse religious traditions alongside non-religious worldviews – which reflect the backgrounds of many pupils in our school. The elements present a broad and flexible strategy that allows for different traditions to be treated with integrity. These elements offer a route through each unit while also allowing for a range of questions reflecting different approaches, for example, from religious studies, philosophy, sociology, ethics and theology.
Teaching and learning approach and the aims for RE in Devon and Torbay
The three elements of the teaching and learning approach in this syllabus reflect the aims for RE set out on p.8 of the Devon & Torbay Agreed Syllabus for RE 2019 - 2024. Units of study offer content and ideas for enabling pupils to achieve these aims. These three elements are:
Making sense of beliefs
- Identify, describe, explain and analyse beliefs and concepts in the context of living religions, using appropriate vocabulary
- explain how and why these beliefs are understood in different ways, by individuals and within communities
- recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are used, expressed and interpreted in different way, developing skills of interpretation
- examine and explain how and why people express their beliefs in diverse way
- recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday lives, within their communities and in the wider world
- appreciate and appraise the significance of different ways of life and ways of expressing meaning
- evaluate, reflect on and enquire into key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses
- challenge the ideas studied, and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitments clearly in response
- discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding
Religion / Belief |
FS (Discovering) |
KS1 (Exploring) |
Lower KS2 (Connecting) |
Upper KS2 (Connecting) |
Judaism: God Torah The People and the Land |
1.7 Who is Jewish and how do they live? (God / Torah / People) |
L2.10 How do festivals and family life show what matters to Jewish people? (God / Torah / People / the Land) |
U2.9 Why is the Torah so important to Jewish people? (God / Torah) |
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Sikhism: God Values (Nam Simran, kirat karna vand chhakna, seva) The Gurus Panth (community) |
Value |
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Non-religious worldviews |
U2.10 What matters most to Humanist and Christians? |
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Thematic |
F4 Being special: where do we belong? |
1.8 What makes some places sacred to believers? |
L2.11 How and why do people mark the significant events of life? |
U2.11 Why do some people believe in God and some people not? |
Value |
F5 Which places are special and why? |
1.9 How should we care for others and the world, and why does it matter?Value |
L2.12 How and why do people try to make the world a better place? |
U2.12 How does faith help when life gets hard? |
F6 Which stories are special and why? |
1.10 What does it mean to belong to a faith community? |
Value |
Note:
For Church schools, two additional units are provided in the Understanding Christianity materials: How can following God bring freedom and justice? (People of God)
What difference does the Resurrection make for Christians? (Salvation)
End of phase outcomes
Each of the three elements of the teaching and learning approach is important and pupils should make progress in all of them. Below are the end of phase outcomes for each element. Each unit provides learning outcomes specific to each question, leading to these end of phase outcomes.
For Church schools, two additional units are provided in the Understanding Christianity materials: How can following God bring freedom and justice? (People of God)
What difference does the Resurrection make for Christians? (Salvation)
End of phase outcomes
Each of the three elements of the teaching and learning approach is important and pupils should make progress in all of them. Below are the end of phase outcomes for each element. Each unit provides learning outcomes specific to each question, leading to these end of phase outcomes.
Teaching and learning approach |
End KS1 Pupils can… |
End lower KS2 Pupils can... |
End upper KS2 Pupils can... |
Element 1: Making sense of beliefs Identifying and making sense of religious and non-religious beliefs and concepts; understanding what these beliefs mean within their traditions; recognising how and why sources of authority (such as texts) are used, expressed and interpreted in different ways, and developing skills of interpretation, |
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Element 2: Understanding the impact Examining how and why people put their beliefs into practice in diverse ways, within their everyday lives, within their communities and in the wider world. |
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Element 3: Making connections Evaluating, reflecting on and connecting the beliefs and practices studied; allowing pupils to challenge ideas studied , and the ideas studied to challenge pupils’ thinking; discerning possible connections between these and pupils’ own lives and ways of understanding the world. |
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