RE Vision Statement

“We are all equal in the fact that we are all different. We are all the same in the fact that we will never be the same. We are united by the reality that all colours and all cultures are distinct & individual.” C.JoyBell.C

A Stoke Park RE pupil:

• will develop a broad and balanced understanding of religions and worldview
• will develop their critical thinking skills
• will broaden their perspectives of faiths and cultures, encouraging tolerance of diversity
• will nurture their own spirituality
• will contribute in a positive way to being participating citizens of the world.

Intent:

The purpose of religious education (RE) is to support our pupils to develop a sense of what it means to live a religious or non-religious life. In doing so, religious education promotes the child’s spiritual, moral, social and cultural development.

Learning about different faiths, cultures and lifestyles is one of the many elements that RE offers. The diversity of the studies covered within the Stoke Park curriculum gives our pupils a chance to develop an understanding of different cultures and an empathy for people from all walks of life, which will help their future life, social skills and relationships.

The syllabus is created in line with Living Difference IV, the agreed syllabus for RE in Hampshire, Portsmouth, Southampton and the Isle of Wight.

Implementation

• We use the Agreed Syllabus for RE, Living Difference IV developed by Hampshire, as the basis for our curriculum.
• We agreed that, having taken into account the requirements and guidelines presented in the Agreed Syllabus, the following religions be selected for study: Christianity, Judaism, Islam and Humanism. Christianity will be studied every year: Judaism will be studied in Year 3 and 4: Islam and Humanism will be studied in Years 5 and 6.
• Each half term pupils will study one unit of RE. These units are planned to ensure there is a breadth and variety across the school. Each unit has a focus: A concepts- examples of concepts common to all people: B concepts- examples of concepts shared by many religions: or C concepts- examples of concepts distinctive to particular religions.
• Within each of the units, we will follow a cycle of enquiry. The steps that make up this cycle are communicate, apply, enquire, contextualise and evaluate. These steps offer a secure process for pupils to explore their own experiences and the religious way of looking at the world around us.
• RE may be taught weekly but the recommendation is that it be taught as a block.
• It is recommended that, through their time at Stoke Park, pupils should be spending a minimum of 45 hours per year learning RE.
• We work closely with Stoke Park Infants to ensure full coverage of Abrahamic and Dharmic faiths. This is also
• enables us to see the progression across the key stages within the concepts.
• There are no presumptions made as to the religious backgrounds and beliefs and values of pupils 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 are extremely fortunate that members of the local church, St Paul’s, regularly visit our school to carry out ‘Open the Book’ assemblies. Our pupils are also able to visit the church for first-hand experience.  
• We acknowledge that each religion studied can contribute to the education of all our pupils.  We promote teaching that stresses open enquiry and first-hand experiences wherever possible for both staff and pupils. 
• Knowledge in RE will focus on three main areas substantive, disciplinary and personal. We aim to enrich the children’s understanding through debate, art, music, history, literature, visitors, dance and drama.

Impact

• Pupils at Stoke Park enjoy learning about other religions and why people choose, or choose not, to follow a religion.
• Through their RE learning, pupils are able to make links between their own lives and those of others in their community and in the wider world, developing an understanding of other cultures and ways of life. As such, RE is invaluable in an ever changing and shrinking world.

Withdrawal from RE Learning

Parents may request that their child is withdrawn from Religious Education lessons. Where parents are wishing to exercise this right, we would suggest that a meeting is help between the Headship team and the school to discuss concerns. If the issue cannot be resolved satisfactorily, parents need to apply to the Governing Body in writing to withdraw their child from Religious Education. As such, an alternative provision will be provided to engage children during this time. We are supportive of the variety of beliefs that make up our school community.