Here at Brize Norton, we follow the newly agreed 2023 - 2028 Oxfordshire syllabus for Religious Education (RE) - Challenge RE; this syllabus has four main aims:
1. To understand the nature, role and influence of religions and other worldviews, locally, nationally and globally;
2. To reflect on questions of meaning, purpose and value;
3. To formulate reasoned opinion and argument;
4. To enter into meaningful dialogue with people of different beliefs, worldviews, and backgrounds.
At Brize Norton Primary School we use the Discovery RE programme as our scheme of work and we teach through dedicated RE focus days of which there are six across the academic year - each short term, the whole school shares the same day which we devote to key enquiry questions linked to their curriculum. The enquiry questions are delivered in a 2 year cycle. Christianity plus one other religion is taught through these focus days in each year group. We have found by teaching this way, it allows children to go deeper with their enquiry, resulting in lasting knowledge which can be built on.
RE starts in Reception and the focus days incorporate the 3 prime areas and the 4 specific areas of learning development in EYFS. Pupils explore key questions through conceptual enquiry into Christianity whilst also drawing from at least one of Hinduism, Islam or Judaism, as well as non‐religious worldviews as appropriate. An emphasis is made on learning through stories. This progresses into the lower school. Teachers take into account the pupils’ own background, experiences and questions. Children learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials and learn to recognise that beliefs are expressed in a variety of ways. During these initial years at school, children begin to understand the importance and value of religion and belief, especially for other children and their families.
As children move through the upper school, they further explore key questions through conceptual enquiry into Christianity whilst also drawing from Hinduism, Islam and Judaism, as well as non‐ religious worldviews as appropriate, recognising the impact of religion and belief locally, nationally and globally. Children make connections between differing aspects of religion and consider the different forms of religious expression. Our curriculum allows them to consider:
the beliefs, teachings, practices and ways of life central to religion.
they learn about sacred texts and other sources and consider their meanings.
they begin to recognise diversity in religion, learning about similarities and differences both within and between religions and beliefs and the importance of dialogue between them.
they extend the range and use of specialist vocabulary.
they recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true.
they communicate their ideas, recognising other people’s viewpoints.
they consider their own beliefs and values and those of others in the light of their learning in religious education.
Our curriculum offers the children the chance to raise and reflect on questions about life as well as offer insights into the development of different human cultures. It draws on the rich history of the major religious traditions in Britain, giving prominence to Christianity to reflect the fact that the religious traditions in Great Britain are mainly Christian, whilst taking account of the principal world faiths, local communities and non‐religious beliefs that may form the family background of children in our school. We also enrich our children's learning through visiting speakers to our assemblies from our own school community and the wider community to talk about their faith and culture. Through our approach we intend children to:
adopt an enquiry-based approach as recommended by Ofsted, beginning with the children’s own life experience before moving into learning about and from religion.
provoke challenging questions about the meaning and purpose of life, beliefs, the self, and issues of right and wrong, commitment and belonging. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development.
encourage pupils to explore their own beliefs (religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses.
enable pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society.
teach pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice.
prompt pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.
