'Love, Courage and Fellowship'
As theologians, our INTENT is:
to inspire children to have a genuine interest in the lives of others and to demonstrate respect for themselves, others and the world around them.
We aim to develop the children’s knowledge and understanding of the religious beliefs which form part of contemporary society whilst promoting religious understanding and respect, and challenging prejudice, discrimination and stereotyping.
Our teaching will offer children the opportunity to ask and explore difficult or ‘risky’ questions within a safe but challenging context.
We aim to help children to learn to clearly and coherently articulate their own personal beliefs, ideas, values and experiences, while respecting the right of others to differ.
We IMPLEMENT this through:
our concept led curriculum which allows children to explore the beliefs and practises of different religions as they work through the steps of communicating, applying, contextualising and evaluating each concept.
The overarching aim for Religious Education in the document
· Pupils should develop understanding of concepts and mastery of skills to make sense of religion and belief, at an appropriate level of challenge for their age.
· RE should provide opportunities for pupils to develop positive attitudes and values and to reflect and relate their learning in RE to their own experience.
· Building on the statutory requirements, it is recommended that there should be a wide ranging study of religion and belief across the key stages as a whole.
· Not all religions need to be studied at the same depth or in each key stage, but all that are studied should be studied in a way that is coherent and promotes progression.
· Pupils should have the opportunity to learn that there are those who do not hold religious beliefs and have their own philosophical perspectives, and subject matter should facilitate integration and promotion of shared values.
· The study of religion should be based on the legal requirements and provide an appropriate balance between and within Christianity, other principal religions, and, where appropriate other religious traditions and worldviews, across the key stages as a whole, making appropriate links with other parts of the curriculum and its cross-curricular dimensions.
· The breadth of study should take account of the four levels of community cohesion which all maintained schools are now obliged to promote. Decisions by SACREs and ASCs about the religions, other than Christianity, to be studied should take account of the balance of religion within:
o the school community
o the community within which the school is located
o the UK community
o the global community.
The IMPACT of this is:
As a result we have a community of children who have a knowledge and understanding of the religious beliefs which form part of contemporary society.
As a school of religious character, we aim to see pupils leave school with a coherent understanding of Christian belief and practice.
Pupils explore the significant theological concepts within Christianity as part of developing their wider religious, theological and cultural literacy.
Children at Chawton CE Primary demonstrate respect for people of all religious beliefs or those who have none. They are confident to talk about and question religious beliefs and ideas as they explore and develop their own beliefs and ideas.
Governors, through the Governor Visit Plan and Subject Leader Reports, evaluate the work of subject leaders in ensuring that the quality of teaching and learning across the school is at least good. They ensure that pupils are ready for transition to secondary school and are equipped with the skills to flourish and succeed as caring individuals.