In this section of the website, you will find information about our approach to teaching at Esh Winning Primary School.
- The Curriculum Purpose of Study and Intent provides information on the relevance of this subject and why we teach it in this particular way at Esh Winning Primary School.
- The Implementation of Subject Content KS1 outlines how teachers at Esh Winning Primary School teach the subject across key stage 1
- The Implementation of Subject Content KS2 outlines how teachers at Esh Winning Primary School teach the subject across key stage 2
- The Subject Progression section outlines what progression in this subject looks like across the school and contains, where relevant, local links
- The Subject Whole School Initiatives section provides further information of the wider ways in which Esh Winning Primary School provides opportunities to engage with and deepen learning in this subject
- The Impact is detailed in our Intent statements, and states the impact evident from implementation of actions within the subject..
Rationale and Importance
“The ability to understand the faith or belief of individuals and communities, and how these may shape their culture and behaviour, is an invaluable asset for children in modern day Britain. Explaining religious and non-religious worldviews in an academic way allows young people to engage with the complexities of belief, avoid stereotyping and contribute to an informed debate”
– Why RE Matters -The RE Council
Religious Instruction’. RE is now a different subject – it is open, broad and explores a range of religious and non-religious world views. It is an academic subject
Religious Education is an academically rigorous subject which makes a distinctive contribution to pupils’ overall knowledge. Religious Education 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. (RE) enables pupils to appreciate that worldviews are complex, diverse and plural and have influence on individuals, communities, societies and cultures.
KS2 have participated in an Interfaith afternoon . It was to provide them with the opportunity to reflect on lockdown, which was very difficult for some. Children were unable to meet up with friends, see family members, travel or take part in their favourite pastimes. They experienced a sense of loss and deprivation. People of all faiths and none were forced to become more resilient and mindful of others.
The children worked with leaders from the Hindu, Christian, Jewish and Islamic faith groups. They were encouraged to reflect on what is important when we miss things from our everyday lives. It was linked with periods of fasting/abstinence and they were given the opportunity to ask questions to the faith leaders. The children developed an understanding of similarities and differences within and between religious and non-religious worldviews
Children designed their own personal three-point action plan through self-reflection to help them consider the needs of others. Then used them to create a kindness tree for display in year 3/4 corridor.
In RE, Year 1 have been learning about Buddhism. They have learned the real name of Buddha , where he came from ,the four sights and have reflected on how they can show kindness and love to mankind. They reflected on how Buddha became enlightened under a bodhi tree and decided to try out meditating for themselves . They meditated to become enlightened on how to show kindness within our school.