At Jenyns we follow the Herts Agreed Syllabus for Religious Education 2017-2022. The syllabus provides the statutory requirements for RE in maintained schools for children aged Reception and up. 

Intent

At Jenyns we aim to provide pupils with knowledge and understanding about principal religions and world views which give life value. Through exploring different faiths and beliefs, the pupils gain understanding and appreciation of different cultures and religions, in an increasingly diverse society.    

They learn how religious beliefs shape our lives and behaviour, and develop enhance our spiritual, moral social and cultural development. RE is not about telling pupils what religious views they should have but rather helps them in gaining shared human understanding, developing personal identity and searching for meaning in the context of evaluating different viewpoints.

The curriculum for Religious Education aims to ensure that all pupils develop knowledge and understanding of sources of wisdom and their impact whilst exploring personal and critical responses

Implementation

In Early Years children will encounter Christianity and religions and beliefs represented in the class, school or local community. Religious Education will support a growing sense of the child’s awareness of self, their own community and their place within this.

In Years 1 and 2 a minimum of three religions are studied. Christianity, Judaism and Islam. Pupils also learn from other religions in thematic units.

In Years 3 and 4 a minimum of four religions are studied. Christianity and Islam, Hinduism, Sikhism are studied. Pupils also learn from other religions and world views in thematic units.

We explore eight key areas of learning throughout each key stage to meet the aims of our curriculum (in no particular order). 

Beliefs and practices

Sources of wisdom

Symbols and actions

Prayer, worship and reflection

Identity and belonging

Ultimate questions

Human responsibility and values

Justice and fairness

The teaching of RE will involve some direct teaching and whole class, group, paired or individual activities.  Through a range of strategies, such as: enquiry, exploration, discussion, asking and answering questions, drama and role play, artefacts, visits and visitors of faith and belief, pupils are actively engaged in learning.

Impact

The children will learn about and from a range of religions.  They will recognise the diversity that exists within and between religions. They will learn about different world views, religious traditions and practices.  They will make links between their own lives and those of others in their community and in the wider world.

Assessment is carried out through activities for example, discussion with pupils, group activities, marking and guiding their work, observing, displaying work, asking and answering questions.  This information is then recorded against expected learning outcomes for assessment and in line with other areas of the curriculum.