The central purpose of RE teaching at KMS is to understand both ourselves as individual humans as well as the variety of beliefs and lifestyles within local, national and global communities.
Religious Education achieves this by asking fundamental questions such as; Who am I? How can I know what is true? Where have I come from? How can I work out what is good and bad? Answering these questions fosters a sense of empathy, tolerance and resilience which allows young people to become full and active members of their local communities, national populace and global society.
We deliver the RE curriculum through carefully planned units of learning supported by a wide variety of resources including but not limited to video clips and documentaries, booklets, worksheets, textbooks and other printed resources. Further to this lessons consistently involve discussion & debate, pupil questions, independent research, individual, pair & group activities and personal reflection time where pupils think about the significance of what they have learnt.
Purpose of RE
- Preparing students for life in modern Britain and with confidence take the next step in their school career.
- Articulating personal beliefs & values and respecting the right of others to differ.
- Developing resilient responses to misunderstanding, stereotyping and division.
- Raising awareness of other cultures and experiences.
- Developing critical thinking skills.
Why is RE important?
Our world is enriched by a wide and profound diversity of cultures and beliefs. Human beings are strengthened and empowered by learning from each other. Engaging and stimulating RE helps to nurture informed and resilient responses to misunderstanding, stereotyping and division. It offers a place of integrity and security within which difficult or ‘risky’ questions can be tackled within a safe but challenging context. Religious education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.
What happens in RE?
In RE pupils discover, explore and consider different answers to these questions, in local, national and global contexts, through learning about and from religions and other world views. They learn to appraise the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.
Teaching should equip pupils with knowledge and understanding of a range of religions and other world views, enabling them to develop their ideas, values and identities. It should develop in pupils an aptitude for dialogue so that they can participate positively in society with its diverse understanding of life from religious and other world views.
Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
In school, the curriculum is based on the Local Agreed Syllabus for Calderdale and Kirklees, produced by SACRE for teaching from September 2014
The syllabus has three aims for pupils:
- To know about and understand a range of religions and other world views;
- To express ideas and insights about questions of beliefs and meaning;
- To investigate and respond to important questions for individuals and the wider community.
At Key Stage 2 (Year 6), teaching and learning is focused around Christianity and Islam, alongside understanding of non-religious approaches to life.
At Key Stage 3, teaching and learning is extended to include Hinduism & Buddhism alongside understanding of non-religious approaches to life.
Other faiths/non faiths will be studied alongside the core religions. Pupils will additionally study Christianity (through a variety of units of work across the key stage) and Buddhism (as a specific Unit of Learning).This is to help prepare students for GCSE RE where these are the two main religions studied as part of the AQA specification at Shelley College.
Further details about the units of learning studied in each year group can be found on the individual pages for each year group.
Found below are 3 links to how the RE curriculum plans for the progression of pupils and challenges pupils to strengthen, deepen and extend their understanding of the three core strands of the RE curriculum.
Our Year 7 RE pupils are currently exploring the relationship between different forms of art and religion. At the end of last half term we were lucky enough to be visited by Ash Hussain from Equilibria an organisation set up to improve the understanding of Islam in our local community.
Ash ran an intriguing workshop on the use of calligraphy in Islam. She guided our pupils through the techniques of this form of artistic writing and helped to translate their name into Arabic. Pupils were then encouraged to produce a piece of calligraphy, writing their name in Arabic.
Our Year 6 RE pupils have just completed a unit of learning on Islam. As a final activity Ash was invited to talk to the pupils through a workshop entitled “Life as a Muslim in modern Britain”. During this workshop pupils participated in an entertaining quiz on the main features of Islam, an explanation of the history of Islam in the UK and a thought provoking activity on the idea of different aspects of our own identities as citizens of the UK.
The pupils and Mr Parker would like to thank Ash for the time she spent organising and working with us and the experiences which the pupils gained from these workshops. We are already looking forward to organising future visits from Equilibria as part of our RE curriculum.
A copy of the RE policy can be found in the policies section of the website or by clicking the link below.
Enquiries and questions
The school welcomes enquiries or questions about RE. In the first instance parents should contact their child’s class teacher or the RE co-ordinator (Mr Parker).