Primary Department
Religious Education in the primary department has a number of strands, including the study of religion, special times, belonging, sharing, developing friendships and the natural world. Some aspects of RE are taught in RE lessons, whereas other aspects run as threads through all areas of the curriculum and the time spent at school with friends.
We look at different world faiths through activities that are interesting and relevant to children at primary age. Sometimes we use stories and other times we taste foods, listen to music and take part in art and craft activities. We use sensory baskets that are related to particular religions or festivals. At Easter, for example we explored a basket filled with eggs, chocolate, spring flowers, palm crosses and cards. Sensory stories are a particular favourite in primary and we use these to explore all major faiths and festivals, such as the Islamic festival of Eid and the Jewish Passover. Festivals form a key part of the RE curriculum and pupils get a real sense of the meaning behind them through the way they are presented and explored. We take care to handle artefacts with respect and try hard to create an atmosphere that reflects the nature of the occasion, be it lively or quiet. At Chinese New Year we make bright lanterns and let off party poppers, whereas at Wesak we have a time of silence and stillness.
As each season changes, we take part in sensory sessions reflecting the time of year and experience aspects of the natural world. A favourite journey for pupils is always the trip to the local orchard in spring, where they get the opportunity to lie on the grass, looking up at the blossom laden branches of the apple trees. This is always a special time.
Developing relationships and promoting a sense of belonging is central to RE and is supported through the whole school ethos. In primary assemblies we celebrate a ‘special child of the week’ where each class nominates a pupil who has something to celebrate. This may be some achievement, such as using a walker or being brave at a recent hospital visit. Whatever the reason, each ‘special child’ is sung to by their friends and receives a round of applause just for them. This sense of belonging is also nurtured in the classroom, where we play games involving sharing, turn taking and working in groups. At the end of the summer term activities take place that help children prepare for the move to a new class and this is especially important in the last year of primary when pupils are about to progress to the secondary department.
Secondary – Key Stage 3
As students move into the secondary department they start the Key Stage 3 curriculum and for RE this involves new and exciting opportunities to find out about what is special to people and what is important to individuals. The festivals that have become a firm favourite in primary continue to be celebrated but are now studied in greater depth and in a wider context. This may be through dressing up, creating art pieces or multi-sensory exploration. We look at the rituals associated with festivals, clothes and music and also make items that can be part of the study or celebration. By creating things themselves, students are helped to understand how significant and precious items can become when they are made with care. At the Hindu festival of Diwali students explore clay to make their own candle pots and at Holi there are opportunities to make brightly decorated tee shirts. At festivals such as Passover, Eid, Easter and Christmas students are encouraged to look at the stories behind the festival and begin to understand elements that are at the core of faith, such as celebration, new beginnings and self control.
We look at the role of important people in faith and religious tradition, such as the Vicar in a church and the Imam at the mosque. Through drama and sensory stories key figures are also introduced: prophets such as Mohamed, the significance of Jesus, and the place of Hindu deities. Signs and symbolism within religion are also looked at through visits, photographs, stories and through students sharing personal experiences. If, for example, someone has recently been a bridesmaid, they will be invited to share their experience and students will look at objects and key features of weddings, such as rings, flowers, music and making promises. In line with the rest of the curriculum, there is a focus on moving out into and discovering the local community. Visiting local places of worship, experiencing different cultures and meeting new people support Students’ developing understanding of the world we live in.
RE involves learning about religion but is also about learning from religion. Applying what is learned to our daily lives and within our relationships; through attitudes such as listening and taking turns, caring and sharing is key to the RE curriculum and also supports the whole school ethos of tolerance, friendship and respect.
Secondary - Key Stage 4
Students working in Key Stage 4 follow the ‘ASDAN’ curriculum and continue their journey into looking at faith in the wider community, celebrations and visits whilst also encouraging more personal, independent responses to situations and activities. Specific faiths are studied in greater depth than previously and there is a focus on meeting people from faith groups to hear their story. Visits are planned to the local churches, the synagogue and temples and an important part of these visits is the expectation to behave appropriately. This is especially important on visits to places of worship where students can witness acts of worship and handle special artefacts. Behaviour is also key when welcoming visitors into school and developing respect and tolerance. It is important to note that visits only ever involve observation rather than engaging in acts of worship. This is especially important in supporting individual pupils’ beliefs and traditions within their own families and homes. We aim to nurture a safe atmosphere of listening and tolerance providing a friendly place for students to express their feelings and to share celebrations with each other.
In addition to visiting places of worship and inviting people into school we engage in activities that help us understand world faith and the stories, beliefs and core values. This can be through festivals, worship rituals, special books and also through looking at specific aspects of religion such as artefacts, light or water. Winter is an ideal time to look at aspects of light and dark in religion, especially through celebrations such as Hanukkah, Diwali and Christmas, where candles, fireworks and fairy lights are so frequently used and enjoyed. Festivals continue to be a good opportunity to share in celebrations with the rest of the school and the fact that certain festivals happen every year helps students grasp the cyclical nature of festivals and how they can trigger memories when we sing familiar songs or eat traditional foods.
Students are encouraged to give a personal response and are given opportunities to develop spiritually, at whatever level is appropriate for them. Meditation, relaxation, prayer, times of quiet and still and time to enjoy the natural world could all form part of a student’s development. There is a specific focus on exploring what makes us feel peaceful and this can help promote a sense of self worth and calm; an important and valuable attitude in our busy world.
