Glebe Primary School

RE

The R.E. curriculum at Glebe is based on the Agreed Syllabus for Religious Education in Harrow and guides pupils to celebrate the breadth of diversity within their local community. It aims to foster respect for and understanding of their own beliefs as well as those of others. It provides support for pupils to contribute actively to family life and to their communities. Its broad-question approach enables pupils to articulate and appreciate the beliefs and cultures of our community as well as to understand how these have an impact on individuals, local communities and wider society.

These aims are reinforced by an act of daily collective worship either in school assemblies or individual classes.

Article 14 - Every child has the right to think and believe what they choose and also to practise their religion

Article 28 – Every child has the right to a good quality education.

Article 30 - Every child has the right to learn and use the language, customs and religion of their family.

Subject Leader

Farhana Ali

Link Governor

Sheila Ordish

Progression Document

 

 

 

Intent, Implementation and Impact

At Glebe Primary School, we pride ourselves on offering a high quality, interesting and inclusive RE curriculum across the school; there is a high level of engagement from all pupils. It is through this full and varied programme that we endeavour to educate our pupils, enabling them to filter out the stereotypes that contribute to religious discrimination and disharmony.

Curriculum Intent

  • Reinforce our three Glebe values of commitment, communication and care.
  • Develop flexible, creative thinkers and encourage curiosity about real world problems and how to solve them.
  • Stimulate an active attitude of enquiry.
  • Support pupils in developing an understanding of various types of belief and how these affect other individuals and society in general.
  • Provoke challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human.
  • Develop knowledge, understanding and awareness of Christianity and other major world faiths, including the Baha’i Faith, Buddhism, Hinduism, Islam, Jainism, Judaism, Sikhism and Zoroastrianism as well as ethical non-theistic traditions, such as Humanism.
  • Enable the development of a sense of identity and belonging and the ability to flourish within pluralistic societies, locally, nationally and internationally.
  • Develop further tolerance and harmony between different cultural and religious traditions.

 

Curriculum Implementation 

The content of our Religious Education Scheme of work is based on the Harrow Agreed Syllabus for and is taught for an hour, once a week. The Harrow Agreed Syllabus has two main aims:

  • To learn from religion, which contributes to pupils’ spiritual, moral, social and cultural development.
  • To learn about religion. Pupils find out about the religious and spiritual beliefs and practices of the major religions.

Key questions are investigated through literature, sacred texts, studying artefacts and visits to places of worship. An understanding and awareness of the religious beliefs of others is actively encouraged to promote tolerance and respect through the teaching of RE.

Each year group visits a different place of worship to ensure that the by the end of the pupil’s time at Glebe they have visited and explored the main religious places of worship.

A variety of religious holidays are celebrated through assemblies and curriculum to ensure that all religious holidays are explored and respected.

Curriculum Impact

By the time our children leave our school they will:

 . Develop spiritually, culturally, academically, emotionally and morally to enable them to better understand themselves and others and to cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world.

. Understand core beliefs, traditions, holy places and holy texts within of the main religious groups in the Harrow area.

. Children will have respect for all religions, showing tolerance and kindness, demonstrating this during discussions and interactions with other children and staff members.

. Understand the role religion takes in the wider society.

. Understand the similarities and differences between each religion.

Lessons

In the EYFS, R.E. is taught through the Early Learning Goals and is linked to the objectives of both the Primary and Specific Areas within the EYFS Development Matters framework. In KS1 and KS2, it is taught in one timetabled weekly lesson.

Teaching and learning is structured around a 36-week year.

Resources

Glebe has an extensive collection of R.E. sources of evidence including artefacts which are used in the teaching and learning of R.E.. These are organised in topic boxes and stored centrally to support teachers plan and deliver engaging and stimulating lessons. Use is also made of a variety of on-line resources such as those from the National Association of Teachers of Religious Education (N.A.T.R.E.).

Support, advice and CPD from Harrow S.A.C.R.E., the Agreed Syllabus as well as collaboration between R.E. leaders across Harrow continue to develop and enhance the RE curriculum.

Educational visits

Educational visits are an integral part of the R.E. curriculum provision at Glebe. They help bring R.E. ‘alive’ and give real substance and relevance to classroom learning. A systematic approach is taken with visiting places of worship so that, as pupils move through the school, they have the opportunity to experience those of the six major world religions:

Year 1  Church

Year 2  Synagogue

Year 3  Buddhist Temple

Year 4  Mosque          

Year 5 Gurdwara       

Year 6 Hindu Temple

Teaching and learning is further reinforced through input from invited visitors and shared projects with other schools.

Assemblies

Whole school weekly themes include ‘Celebrating Cultures’ where important religious festivals such as Easter, Diwali and Eid are enjoyed and celebrated by the whole school community in special or class assemblies as well as performances.