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Religious Education

 

At Frogmore Infant School we follow 'Living Difference III',  the Agreed Syllabus for Hampshire, Portsmouth, Southampton and the Isle of Wight. This document is the statutory framework which defines the matters, skills and processes to support us in developing our curriculum for religious education. The Agreed Syllabus reflects the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of the other principal religions in Great Britain. It is not designed to convert pupils, or to urge a particular religion or religious belief on pupils.

At Frogmore Infant School in children engage with aspects of Christianity and Hinduism.

The table below shows the themes covered for 2016/17:

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

YR

Concept: Celebration

Theme: Harvest

Christianity

Concept: Celebrating birthdays (A)

Theme: Jesus’ birthday

Christianity

Concept: Celebration (A)

Theme: Holi

Hinduism

Concept: Celebrating/New life

Theme: Easter

Christianity

Concept: Specialness (A)

Theme: Special things

Christianity and Hinduism

 

Concept: Specialness (A)

Theme: Special people

Christianity and Hinduism

 

Y1

Concept: Specialness (A)

Theme: Special Food- Harvest

Christianity

Concept: Symbol of light (A)

Theme: Candlelight

Christianity

Concept: Remembering (A)

Theme: Holi

Hinduism

Concept: Welcoming (A)

Theme: Easter/Palm Sunday

Christianity

 

Concept: Specialness (A)

Theme: Special places

Christianity and Hinduism

 

Y2

Concept: Thanking (A)

Theme: Harvest

Christianity

Concept: Symbol of light (A)

Theme: Candlelight at Divali and Advent

Christianity and Hinduism

Concept: Authority

(A)

Theme: The Bible

Christianity

Concept: Sad and Happy (A)

Theme: Easter

Christianity

Concept: Ritual (B)

Theme: Water

Christianity and Hinduism

Concept: Creation (B)

Theme: Creation Stories

Christianity and Hinduism

 

 

 

Christianity

 

Hinduism

 

We use an enquiry approach into key concepts for the teaching of RE. In YR, Y1 and Y2 children explore concepts that are common to all people e.g. celebration, specialness. Towards the end of Y2 children explore concepts shared by many religions e.g. ritual, creation.

 

This approach to enquiry has five key steps:

  • at the Communicate and Apply steps children identify and discuss to their own and others’ experience  of the concept
  • at the Enquire and Contextualise steps children engage with ways it is possible to be religious in the context of the enquiry concept
  • at the Evaluate step children discern value for others and themselves in context of the enquiry concept

 

The text below shows how the enquiry approach is used in a study of special places:

Communicate- Do you have a special place?

Apply- Is your special place alwyas the same? What if there were no special places?

Enquire- What do we mean by special places? Why do people need a special place?

Contextualise- Finding out about Christian special places.

Evaluate- Why are special places important to Christians? Why are special places important to me?

Click on the link below to see the full version of 'Living difference 3'

How RE supports our SMSC (Spiritual, Moral, Social, Cultural) education:

RE promotes spiritual development through:

  • discussing and reflecting upon key questions of meaning and truth, such as the origins of the universe, life after death, good and evil, the being of God, and values such as justice, honesty and truth

  • learning about, and reflecting upon, important concepts, experiences and beliefs which are at the heart of religious traditions and practices

  • considering how beliefs and concepts in religion may be expressed through the creative and expressive arts and related to the human and natural sciences, thereby contributing to personal and communal identity

  • considering how religious and non-religious ways of life perceive the value of human beings, and their relationships with one another, with the natural world, and perhaps with God.

 

RE promotes moral development through:

  • valuing diversity and engaging in issues of truth, justice and trust

  • exploring the influence on moral choices of family, friends and the media, and how society is influenced by beliefs, teachings, sacred texts and guidance from religious and non-religious leaders

  • considering what is of ultimate value to all people through studying the key beliefs and teachings from religious and non-religious ways of life, on values and ethical codes of practice

  • studying a range of moral issues, including those that focus on justice, to promote racial and religious respect and the importance of personal integrity.

 

RE promotes social development through:

  • considering how religious and non-religious ways of life lead to particular actions and concerns

  • investigating social issues from religious and non-religious perspectives, recognising diversity of viewpoint within and between religious and non-religious ways of life.

     

RE promotes cultural development through:

  • promoting cultural understanding from a religious and non-religious perspective through encounters with people, literature, the creative and expressive arts, and resources from differing cultures

  • considering the relationship between religious and non-religious ways of life and cultures and how religious and non-religious ways of life contribute to cultural identity and practices

  • promoting racial harmony and respect for all, combating prejudice and discrimination.


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