How we teach RE at Colburn

At Colburn School we believe that our pupils should acquire the knowledge and understanding of different religions in order to live side by side, displaying mutual respect, understanding and friendship in their own communities and as citizens in a pluralistic society and global community.

We believe that religious education is an entitlement for all pupils, irrespective of social background, culture, race, religion, gender, differences in ability and disabilities. This entitlement contributes to their developing knowledge, skills, understanding and attitudes. These are necessary for pupils’ self-fulfilment and development as active and responsible citizens.

Our scheme of work provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and world views. It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.

Religious education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faith and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice.

As a school, we use the North Yorkshire Agreed Syllabus and the accompanying scheme of work to provide the content of our RE curriculum throughout EYFS, Key Stage 1 and Key Stage 2. The scheme of work is thoughtful and stimulating and develops children’s knowledge and understanding of religions and world views, enables them to express and communicate their ideas and gain the skills needed for the study of RE. The curriculum is divided into three strands:

Believing

• describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals
• identify, investigate and respond to questions posed, and responses, offered by some of the sources of wisdom found in religions and world views
• appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning

Expressing

• explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities
• express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues 
• appreciate and appraise varied dimensions of religion

Living

• find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively 
• enquire into what enables different individuals and communities to live together respectfully for the well-being of all
• articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.