Our vision for Religious Education at Hart Primary school is to promote pupils’ spiritual, moral, social and cultural development and to prepare all pupils for the opportunities, responsibilities and experiences of the present and the future. To become courageous advocates for themselves and others and develop knowledge and understanding of a range of religious faiths.
Our aim when teaching RE is to promote openness of respect to others, scholarly accuracy, objectivity and critical enquiry. We aim to ensure our children are religiously literate which means they can hold a balanced and informed conversation about religions and beliefs.
At Hart, we follow the Hartlepool Agreed Syllabus for RE.2020. These units are used to deliver the core teaching and learning about Christianity, Hinduism, Sikhism and Islam. Thematic units within the agreed syllabus are used which enable pupils to compare beliefs and practices between different faiths and beliefs as well as exploring non-religious worldviews. Each class has a two-yearly cycle which enables the sequential learning of the RE curriculum. This also enables the development of key understanding through building on previous knowledge and supporting children in linking key ideas and religious understanding and theory.
Religious education is taught through belief, the expression of belief, the impact of belief and authority.
RE is provided for all pupils, and is inclusive and broad minded. Parents do have the right to withdraw pupils from RE: if you wish to do this, make an appointment with the head teacher / RE subject leader. The school does not support selective withdrawal from RE’
Substantive knowledge is the knowledge children gain from learning about belief and expression of belief.
Disciplinary Knowledge is the impact of belief.
Statement for SEND
Religious Education promotes a curriculum that puts all pupils, regardless of their needs, at the heart of what we do. By building mutual respect, we accept others for their differences believing that everyone is special and everyone has something to offer. Our inclusive and enriching curriculum, written for all children, provides pupils with meaningful and aspirational experiences as well as promoting personal growth for life-long learning. When the curriculum needs adapting, to suit the needs of individual children, appropriate modifications are made by the class teacher with support of the SENDCo and the Curriculum Subject Lead.
Every child and family who join our school will have their own knowledge and experiences that will link to their culture and wider family. This might include: languages, beliefs, traditions, cultural and family heritage, interests, travel and work. Research shows that when children and families’ cultures are valued, both the child’s experience of learning and progress can benefit (Husain et al., 2018, p. 4 and Gazzard, E. 2018 in Chalmers, H. and Crisfield, E. 2019)
Cultural capital in RE is the accumulation of knowledge, behaviours, and skills that a child can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work.
|Let’s find out about Harvest and Diwali
|Let’s find out about the Christmas story
|Special Books- Let’s find out about the Bible
|Easter -Let’s find out about the Easter story
|Belonging- Let’s find out about Christian Baptism
|Let’s find out about Raksha Bandhan.
|Let’s find out about Harvest in a church. Let’s find out about Shabbat.
|Let’s find out about Christmas celebrations in churches.
|Special Books- Let’s find out about the Qur’an and the Torah
|Easter -Let’s find out about the Easter celebrations in church.
|Let’s find out about special buildings and how people worship there
|Let’s hear some stories Jesus told (Lost sheep. Lost coin Lost Son)
|What can we learn about Christianity from visiting a church? What do Christians believe about God?
|Why are gifts given at Christmas?
|Why is Jesus special to Christians?
|What is the Easter story?
|What do Hindus believe about God? How do Hindus worship?
|How do Hindus show belonging?
|What can we learn about our local faith communities?
|How and why is light important at Christmas? How do Hindus celebrate Diwali?
|Why is the Bible special to Christians?
|How do Christians celebrate Easter?
|What does it mean to belong to Christianity?
|What can we learn about the story of St. Hild?
|What do Sikhs believe about God? Why are Gurus inspirational to Sikhs?
|How and why is advent important to Christians?
|What can we learn about Christian worship and beliefs by visiting churches?
|What do Christians remember on Palm Sunday?
|Why do Sikhs go to the Gurdwara? How do Sikhs show commitment and belonging to the faith?
|How and why do people show care for others?
|What do we know about the Bible and why it is important to Christians?
|Why do Christians call Jesus light of the world?
|What do Christians believe about Jesus?
|Why is lent an important period for Christians?
|Why do people visit Durham Cathedral today?
|How and why do people pray? Christianity and Judaism
|What do Muslims believe about God? Why is Muhammad important to Muslins? Why do Muslims go to the mosque?
|What are the themes of Christmas?
|What do Christians believe about God?
|Why is the Last Supper so important to Christians?
|How do Muslims show their faith through actions?
|What can we learn about our local faith community?
|Why do people use rituals today?
|What do the Gospels tell us about the birth of Jesus?
|How and why do people care about the environment? Christianity and Islam
|Why are Good Friday and Easter Day the most important days to Christians?
|People of Faith
|So, What do we now know about Christianity?
Our curriculum Mapping includes a variety of texts. Here are some examples:
Useful links for parents