There is not a statutory National curriculum for RE. We follow the Devon SACRE agreed curriculum.
In RE, we follow the agreed Devon syllabus. This reflects that the religious traditions in Great Britain are mainly Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain. The other principal religions are: Buddhism, Hinduism, Islam, Judaism and Sikhism.
Religious education contributes dynamically to children’s education 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. Pupils learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
During the 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.
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 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.
Our children are encouraged to regard people of all faiths, races and cultures with respect and tolerance. We have dedicated our Friday assemblies to develop the children’s understanding of social, moral, cultural and spiritual issues. On Fridays, our collective worship is led by either a teacher or a class. If there is a particular religious festival within the week, then that will be our focus. If not, other social, moral or cultural issues are explored. The following link shows the topics explored this year: Assemblies