At Thames View Primary School, we take an enquiry approach to Religious Education. Each term, the children apply their critical thinking skills to a key question. This approach increases children's motivation to learn, and enhances their knowledge and understanding of, and empathy with, people and their beliefs, religious or otherwise. Our philosophy is that children are free to make their own choices and decisions concerning religion and belief. RE does not try to persuade but rather to inform and develop the skills with which evaluation can take place. 

Christianity is taught in every year group, with Christmas and Easter given a new treatment each year, developing the learning in a progressive way. The children also investigate Hinduism, Islam, Judaism and Sikhism.

Religious Education has equal standing in relation to core subjects of the National Curriculum in that it is compulsory for all registered pupils.

1988 Education act

We believe that RE makes a major contribution to the education of our children: it helps them to explore and develop their beliefs and values; it gives them a better understanding of the place of religion and belief in our modern, diverse society; and, finally, it promotes the school values of respect, kindness, equality, responsibility and honesty.

At Thames View Primary School, we deliver Religious Education in line with the Medway Locally Agreed Syllabus (‘Reflecting on Religion 2018’) and use the Discovery RE programme as our scheme of work.

Aims

• To adopt an enquiry- based approach, beginning with the children’s own life experience before moving into learning about and from religion.
• To provoke challenging questions about the meaning and purpose of life, beliefs, the self, and issues of right and wrong, commitment and belonging. We develop children's knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development.
• To encourage children to explore their own beliefs (religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses.
• To enable children to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society.
• To teach children to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice.
• To prompt children to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.
• To develop a sense of awe, wonder and mystery.
• To nurture children’s own spiritual development.

Please see the grids below for the specific enquiries for each year group.

Knowledge Organisers
 

The Right to Withdraw

Parents who wish to withdraw their children from RE should be aware of its aims and what is covered in the RE curriculum and that they are given the opportunity to discuss this if they wish. It should be made clear whether the withdrawal is from the whole RE curriculum or specific parts of it. No reasons need be given.

Important - limitations to withdraw

• If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching.  A pupil may be required to work in another area of the school, such as the library or break out area. 
• Whilst parents or carers have a right to withdraw children from RE, they should note that children may also encounter religions and beliefs and wider aspects of faith in other areas of the curriculum from which there is no right of withdrawal.
• On occasion, spontaneous questions about religious matters are raised by pupils or issues related to religion arise in other curriculum subjects such as history or citizenship (PSHE)  For example, schools promote community cohesion and help pupils to understand ideas about identity and diversity, feelings and emotions within both religious and non-religious contexts. 

 

Progression in Religious Education