At Kirkbampton CE Primary School we teach a Religious Education (RE) curriculum that provides opportunities for spiritual development and personal reflection. It develops children’s knowledge and understanding of the nature of religion and belief, it provokes challenging questions about meaning and purpose, truth and values, identity and belonging. RE prepares children for citizenship in today’s diverse society. It enables them to develop sensitivity to, and respect for others. The quality RE that we teach helps to break down barriers and build communities. RE offers pupils authentic encounters with living faith communities equipping them with the ability to hold an informed conversation about religious beliefs and practices.
The impact of RE will be seen through our pupils who will be able to give a theologically informed and thoughtful account of Christianity as a living and diverse faith. They will show an informed and respectful attitude to religions and world views in their search for God and meaning as well as engage in meaningful and informed dialogue with those of other faiths and reflect critically and responsibly on their own spiritual, philosophical and ethical convictions.
RE Curriculum Overview Year B 2021-22
Religious education and collective worship are conducted according to the Cumbria Agreed Syllabus.
At Kirkbampton CE Primary School we foster strong links with our local community in working together to provide rich learning opportunities for our pupils. The ethos of our school provides a welcoming, secure and stimulating environment and is reflected in a religious education programme that is inclusive and relevant to the spiritual, moral, social and cultural development of all our pupils.
RE at our school is based on the ‘Cumbria Agreed Syllabus for Religious Education’.
What we believe
RE is fundamentally concerned with an exploration of the important aspects of life and what it’s like to be human. It provides opportunities for pupils to ask questions, to seek answers and develop ideas in a quest to discover more about their own identity and that of others. RE can provide a context for the exploration of moral and ethical opinions and dilemmas by learning about lifestyles and behaviour in real, historical and fictional situations. It can help our pupils to understand the power and meaning of belief and religion for individuals and communities in the United Kingdom and across the world.
Within their learning in RE, pupils develop specific attitudes that are open, reflective, and critical and a skill base which allows them to be curious, play with ideas, empathise, listen, imagine, question, make links and reason. They need to appreciate the ‘un-comfortableness’ of the unknown. For us at Kirkbampton CE Primary School, it is important that all our enquiries within RE relate to clearly defined concepts in order to develop purposeful and relevant learning.
Specific objectives and key aims
In RE at our school, we aim to enable pupils to:
Learn about Religion and Beliefs (attainment target 1) by:
- Developing knowledge and understanding of religious beliefs, teachings and sources;
- Developing knowledge and understanding of religious practices and lifestyles;
- Explaining meanings within different religious forms of expression; language, story and symbolism.
Learn from Religion and Beliefs (attainment target 2) by:
- Reflecting on aspects of human nature, identity, personality an experience especially in the light of one’s own beliefs and experiences;
- Identifying and responding to questions about the nature, meaning and purpose of life;
- Giving informed and considered responses to religious and moral issues, values and commitments.
Learning from religion is concerned with developing pupils’ capacity to respond thoughtfully to and evaluate what they learn about religion. Also about developing skills and attitudes that enable pupils to be well informed about the religious and non-religious responses to the big questions of life and how these are expressed through practice.
RE is carefully planned to ensure balance between the two attainment targets of the subject.