Religious Education (RE)
At Blakehill Primary, it has been agreed that having taken into account the requirements and guidelines presented in the Agreed Syllabus, the following religions have been selected for study:
As Christianity is the predominant religion in the school's pupil population and in the community surrounding the school, Christianity is the chosen faith for Progressed Study.
There are no presumptions made as to the religious backgrounds and beliefs and values of the children and the staff. We value the religious background of all members of the school community and hope that this will encourage individuals to share their own experiences with others freely. All religions and their communities are treated with respect and sensitivity and we value the links, which are, and can be made between home, school, and a faith community. We acknowledge that each religion studied can contribute to the education of all our pupils. We promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible.
The agreed overview for the teaching RE is set out below. In each year group, the children will focus on studying aspects of 3 religions. Every year group will have one trip to enhance the learning in RE.
The children at Blakehill Primary enjoying learning lots about other religions and why people choose, or choose not to follow a religion. Through their R.E. learning, the children are able to make links between their own lives and those of others in their community and in the wider world. Through R.E. our children are developing an understanding of other people’s cultures and ways of life, which they are then able to communicate to the wider community.
R.E. offers our children the means by which to understand how other people choose to live and to understand why they choose to live in that way. As such, R.E. is invaluable in an ever changing world.
Assessment criteria has been developed in line with the expectations laid out in the Agreed Bradford Syllabus, to enable teachers to assess the progress of the children as they move through the key stages. Termly summative assessments are used to determine the children’s’ understanding and inform teacher’s planning and further differentiated support for pupils.