RE

Religious and Worldview Education Overview

The study of religion, attempt to understand the various aspects of religion. Religious and Worldview Education (RE) enables students to take their place within a diverse multi-religious and multi-secular society. It offers students both the opportunity to see the religion and non-religion in the world, and the opportunity to make sense of their own place in that world. As a Christian school we place great emphasis on RE and whilst our students learn about many other religions following the Peterborough RE Syllabus, we have greater focus on Christianity.

When considering RE education we refer to 3 different types of knowledge. These broad types of knowledge are ‘pillars of progression’ within RE. ‘Getting better’ at RE both comprises knowing more and remembering more of these pillars as they are set out within the RE curriculum:

The substantive knowledge includes the different ways that people express religion and non-religion in their lives; knowledge about artefacts and texts associated with different religious and non-religious traditions; and knowledge of concepts that relate to religious and non-religious traditions, such as ‘dharma’, ‘incarnation’, ‘ritual’, ‘authority’, ‘prayer’, ‘sacred’, ‘anatta’ and ‘moksha’. Although students cannot learn all possible substantive content in RE, the schema that they build concerning RE are important in their lives beyond school as they will base their knowledge and conceptual models about religion and non-religion to a considerable degree on the representations they learn in the curriculum. It is therefore vital that the RE curriculum is broad and is accurately represented.

‘Ways of knowing’ is about being scholarly in the way that substantive content and concepts are approached. It refers to the different ways that pupils learn how it is possible to explore that substantive knowledge. It includes the how knowledge came about (for example, who constructed the knowledge or how it might have been formed from academic disciplines) and the status of claims (for example, how accurate a generalisation about religion might be). Students need to develop understanding of how academics discuss religion and requires and engage in discussions around religion and non-religion.

‘Personal knowledge’ - When pupils study RE content, they do so ‘from a position’. This position is their ‘viewpoint’ or perspective on the world, which is influenced by, for example, their values, prior experiences and own sense of identity. Through their learning, students build ‘personal knowledge’, which includes an awareness of the assumptions that they bring to discussions concerning religious and non-religious traditions. It is vital that students are free to express their own religious or non-religious identities and that RE is seen as a key place in the curriculum where there are opportunities for students to consider their own personal backgrounds and influences and have opportunities for reflection. In this instance, substantive knowledge relating to meaning and purpose, human nature, justice in society, values, community, and self-fulfillment would have the capacity to illuminate and to inform students’ own self-knowledge.

Worldview' describes the way in which a person encounters, interprets, understands and engages with the world. 

Peterborough Local Syllabus definition.

THE AIMS OF THE RE CURRICULUM

St Botolph’s C of E Primary School is committed to offering a curriculum which is balanced and broadly based, and which:

• promotes the spiritual, moral, cultural, mental and physical development of pupils, and
• prepares pupils at the school for the opportunities, responsibilities and experiences of later life and all state schools... must teach religious education... all schools must publish their curriculum by subject and academic year online.

Following the Peterborough agreed RE syllabus, the aims of the RE curriculum are for pupils:

• to develop religious literacy;
• to acquire and develop knowledge and understanding of Christianity and the other principal religions and world views represented in the United Kingdom;
• to develop an understanding of the influence of the beliefs, values and traditions on individuals, communities, societies and cultures;
• to develop attitudes of respect towards other people who hold views and beliefs different from their own;
• to develop the ability to make reasoned and informed judgements about religious issues, with reference to the principal religions and world views represented locally and in the United Kingdom.

Progress Targets (statutory)

There are two attainment targets in RE; good and outstanding RE will achieve a close relationship and a balance between these targets over a unit of work.

• PT1 – Learning about religion and belief

Enquiring into, investigating and understanding religions and beliefs. This includes thinking about and interpreting religious beliefs, teachings, sources, practices, ways of life and ways of expressing meaning with reference to the specific beliefs and religions studied.

• PT2 – Learning from religion and belief

Questioning, exploring, reflecting upon and interpreting human experience in the light of religions and beliefs studied. This includes communicating reflections, responses and evaluations about questions of identity, belonging, diversity, meaning, purpose, truth, values and commitments, making increasingly insightful links to the specific religions studied.

Rationale for teaching of Christian aspects

Following the Understanding Christianity Scheme of work, following core concepts are explored:

1. As part of the ‘big story’ of salvation: GOD: Fundamental to Christian belief is the existence of God, Father, Son and Holy Spirit.
2. CREATION: The universe and human life are God’s good creation. Humans are made in the image of God.
3. FALL: Humans have a tendency to go their own way rather than keep their place in relation to their Creator. This attitude is called sin, and Genesis 3 gives an account of this rebellion, popularly called ‘the Fall’. This describes a catastrophic separation between God and humans, between humans and each other, and between humans and the environment. This idea that humans are ‘fallen’ and in need of rescue (or salvation) sets out the root cause of many problems for humanity.
4. PEOPLE OF GOD: The Old Testament tells the story of God’s plan to reverse the impact of the Fall, to save humanity. It involves choosing a people who will model a restored relationship with God, who will attract all other people back to God. The Bible narrative includes the ups and downs of this plan, including the message of the prophets, who tried to persuade people to stick with God. The plan appears to end in failure with the people of God exiled, and then returning, awaiting a ‘messiah’ — a rescuer.
5. INCARNATION: The New Testament presents Jesus as the answer: the Messiah and Saviour, who will repair the effects of sin and the Fall and offer a way for humans to be at one with God again. Incarnation means that Jesus is God in the flesh, and that, in Jesus, God came to live among humans.
6. GOSPEL: Jesus’ incarnation is ‘good news’ for all people. (‘Gospel’ means ‘good news’.) His life, teaching and ministry embody what it is like to be one of the people of God, what it means to live in relationship with God. Jesus’ example and teaching emphasise loving one’s neighbour — particularly the weak and vulnerable — as part of loving God.
7. SALVATION: Jesus’ death and resurrection effect the rescue or salvation of humans. He opens the way back to God. Through Jesus, sin is dealt with, forgiveness offered, and the relationship between God and humans is restored.
8. KINGDOM OF GOD: This does not mean that no one sins anymore! The Bible talks in terms of God’s ‘Kingdom’ having begun in human hearts through Jesus. The idea of the ‘Kingdom of God’ reflects God’s ideal for human life in the world — a vision of life lived in the way God intended for human beings. Christians look forward to a time when God’s rule is fulfilled at some future point, in a restored, transformed heaven and earth. Meanwhile, they seek to live this attractive life as in God’s Kingdom, following Jesus’ example, inspired and empowered by God’s Spirit.

Through these concepts, pupils encounter a range of biblical texts, placed within a wider theological context. They gain knowledge of the nature of God and what it means for Christians to be in relationship with the Creator. They study Christian understanding of the relationship between God and his people in the Old Testament, and make sense of messianic expectations and Christian belief in their fulfilment in Jesus. Pupils learn about the life, teaching, death and resurrection of Jesus, within this wider historical and theological context. They consider the present and future aspects of the Kingdom of God. Pupils examine the impact of these beliefs and their outworking in the lives of Christians, through (for example) celebrations, festivals, rituals, creative and spiritual expression, actions and activism, expressions of love and compassion, calls for justice and ethical responses.

Developing knowledge of other major religions, secularism and worldviews

Throughout their studies, pupils will encounter all major religions (Christianity, Islam, Judaism, Hinduism, Buddhism and Sikhism) developing a holistic approach to Spiritual, Moral, Social and Cultural development (SMSC), British Values, and Community. RE develops pupils' knowledge and understanding of religious traditions and secular world views and explores their responses to life's challenges. Reference is constantly made to those who live out their beliefs, insights and values in their daily lives and within their own communities. At St Botolph’s we are very proud of the religious heritage of the city we are set in and where possible make links to people, places and events in the local area. This gives pupils the knowledge and skills to flourish both within their own community and as members of a diverse and global society. Pupils will develop their religious literacy gaining the knowledge of, and ability to understand, religion, beliefs, practices, spiritual insights and secular world views.

The Right of Withdrawal from RE

St Botolph's C of E Primary school is an inclusive community but recognises that parents have the legal right to withdraw their children from Religious Education on the grounds of conscience. However, the right of withdrawal does not extend to other areas of the curriculum when, as may happen on occasion, spontaneous questions on religious matters are raised by pupils or there are issues related to religion that arise in other subjects such as history or citizenship. We would ask any parent considering this to contact Mrs Rayner to discuss any concerns or anxieties about the policy, provision and practice of religious education.