RE MISSION STATEMENT
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.
KMS R.E. AND BRITISH/HUMAN VALUES
Below are listed the 4 fundamental British/human values
• The rule of law.
• Individual liberty.
• Mutual respect for and tolerance (acceptance) of those with different faiths and beliefs and for those without faith.
R.E. at KMS plays an important role in the teaching and learning of these values. Listed below are some of the ways in which the taught RE curriculum delivers and supports the teaching of these fundamental values. This is not an exclusive list as the teaching of RE by its very nature involves a large degree of discussion and debate. Therefore these values may well be encountered across the curriculum. However these beliefs are always taught and explained to students as underpinning, fundamental features of British/Human society.
RE teaches pupils the skills of debate and discussion which are a fundamental component of a democratic society. Pupils learn how to formulate an argument that corresponds to their beliefs and to express these both verbally and in written form. Pupils also learn how to listen to other’s points of view and understand how and why these might differ from their own. Pupils also learnt about various historical figures e.g. Gandhi who campaigned using democratic methods.
The Rule of Law:
RE explains the concept of religious law to students and gives examples from a variety of religions. Students are taught how UK law is superior to religious law and that religious law must conform to parliamentary law. Students are taught how in British society parliamentary/democratic law is the highest form of law and that all citizens are bound by this law within UK society.
Students are taught about different religions and beliefs across the RE curriculum. Students are taught that religious belief/non-belief is a matter of personal, individual choice both for themselves and others. Pupils are taught that the law does not permit bias/discrimination based on religious/non-religious belief and there is a clear legal framework of individual rights and liberties of which religious faith is a component part.
Mutual respect for and tolerance (acceptance) of those with different faiths and beliefs and for those without faith:
This is clearly an aspect of the fundamental values that RE can contribute heavily towards. Within the RE curriculum there is explicit units of work which teach a variety of different faiths and non-faith perspectives. Students are taught to understand how faith and non-faith perspectives may differ within a framework of respect and tolerance/acceptance. RE clearly offers an opportunity to correct misconceptions, misunderstandings and stereotypes with regards to people of different faiths and non-faiths. Pupils are continuously taught about the reasons for a respect of others with different beliefs and why and how British society functions within a framework of tolerance/acceptance of personal beliefs.
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).