Furness Primary School

At Furness Primary we aim to provide our pupils with a broad, rich, balanced, spiritual, and moral and knowledge based religious education in which every child will be able to achieve an insight into the nature of Religion and what it means to be religious. As a multi-faith school and a school of broad diversity we endeavour to celebrate encourage tolerance and understanding of others. RE is reflective of the children that we teach and RE syllabus follows that of the Brent Agreed Syllabus which takes into account the rich diversity that Brent is privileged to have.

As a school we believe that each child should be encouraged to be aware of the role played by religion in the community and the wider world. We believe that Religious Education and development of the whole person are an integral part of a child’s education.

We strive to incorporate British Values through Religious Education in order to develop the whole child.

Intent

At Furness Primary School, the aim of religious education is to learn about and from spiritual insights, beliefs and religious practices and to explore fundamental questions of human life.

This will include helping children and young people to:

• Understand and respect different theistic and non-theistic religious traditions as well as other ethical traditions (such as Humanism) by exploring issues within and between them
• Develop knowledge and understanding of beliefs, values, traditions and religious institutions and their influence on the life of the believer and on communities and societies
• Look for and learn from the wisdom contained in the stories, sayings and customs of religious and ethical traditions
• Understand how meaning is conveyed through religious texts, ritual, symbolism, and the arts
• Recognise the integrity of truth claims, value the search for truth and manage conflicts which may arise from differing views
• Develop the ability to make reasoned and informed choices concerning belief and behaviour
• Enhance and reflect on their own spiritual, moral, emotional and cultural development
• Develop a positive self image through reflecting on their own beliefs and home traditions while respecting the right of others to hold beliefs different to theirs
• promote ‘British values’

The key aims for religious education are reflected in the two attainment targets.

 Attainment Target 1- Learning about region and belief

 Attainment target 2- Learning from religion and belief

The development of knowledge, skills and understanding focuses on these two key aspects of learning in Religious Education.

Implementation

Having taken into account the requirements and guidelines presented in the Agreed Syllabus, the following religions have been selected for study: 

• Christianity
• Islam
• Judaism
• Hinduism 
• Sikhism
• Buddhism
• Humanism

Experiences and enrichment opportunities

• handling artefacts
• exploring scared texts
• using imaginative play or drama to express feelings and idea
• responding to images, stories, art, music and dance
• meeting visitors from local religious communities
• making visits to religious places of worship where possible
• making use of videos and the internet
• taking part in whole school events (faith assemblies, Harvest Festival, collective worship)
• participating in moments of quiet reflection
• cross curricular links with other subjects to further explore religion 
• comparing religions and worldviews through discussion
• debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these

Assessment

Religious education is clearly included in curriculum planning. The study units are developed through our medium-term planning.

Progression in Religious Education is through the interrelationship between formative and summative assessments. Formative assessments take place during each lesson and summative assessments at the end of each unit by using the two attainment targets, Learning about religion and beliefs and Learning from religion and belief. Observations and careful questioning enable teachers to adjust lessons. Children receive effective feedback through teacher assessment, either orally or through written marking work. Feedback is encouraging and positive, but constructive, thereby moving children forward.

The key indicators for assessment in religious education are:

AT1 Learning about Religions: Knowledge and understanding of: 

• religious beliefs and teachings
• practices and lifestyles
• ways of expressing meaning

 AT2 Learning from Religions: Skills of asking and responding to: 

• questions of identity and experience
• meaning and purpose
• values and commitments.

Impact

The impact of our Religious Education Curriculum is that the majority of children, in our school, are able to;

• Extend their knowledge and understanding of religions and beliefs.
• Develop a religious vocabulary and interpret religious symbolism in a variety of forms.
• Reflect on questions of meaning, offering their own thoughtful and informed insights into religious and world-views.

By the end of key stage 2, pupils are expected to know, understand and apply their knowledge of a variety of World religions.