How is re taught in school

Login or Register to add to your saved resources. What your child will learn in RE in primary school The law says that every school must provide religious education for children. Start a unique learning programme! Weekly programme for each school year Worksheets sent direct to your inbox Keeps your child's learning on track. Trial it for FREE today. In all schools three key aspects of religion are covered. The meaning and importance of religion This aspect gives children a chance to think about important questions.

The daily act of worship in primary school Every school must hold a daily act of collective worship. Birmingham Agreed Syllabus Conference, This syllabus for Religious Education aims at spiritual, moral, cultural, mental and physical development and prepares pupils for a future in society by:.

In order to develop the whole child as a spiritual, moral, social and cultured being, the pupil needs:. In order to develop and build society, the Religious Education curriculum requires an approach in which teachers, pupils and school communities are:. All at Yew Tree Community School should have regard to their responsibility for developing society and consider ways of developing a partnership with parents and religious communities in their educational work.

We should ensure that key and agreed social values are realised and that essential social structures are supported. There is a statutory requirement laid upon schools to provide a basic curriculum. It must be taught to all pupils being enrolled in statutory education at five, but is not a requirement of the nursery curriculum. The statutory requirement entitles all pupils in Birmingham, irrespective of social background, culture, race, religion, gender or differences in ability or disabilities, to a programme of teaching and learning in religious education.

The religious tradition s which will broaden and deepen the curriculum, should be used and taught. The content of each religious tradition is correlated to a disposition and has been agreed and fixed as set out in the following pages and on the website. If a member of staff exercises their rights to not teach RE they are contracted to do alternative duties. We base our teaching and learning style in RE on the key principle that good teaching allows children both to learn about religious traditions and to reflect on what the religious ideas and concepts mean to them.

Our teaching enables children to extend their own sense of values, and promotes their spiritual growth and development. We encourage children to think about their own views and values. A range of teaching and learning methods should be used. This would include use of discussion via whole class, group and talk partners, group problem solving, use of multimedia and handling religious artefacts. Visits and visitors are also key in the delivery of an effective RE curriculum. This involves developing a more mission focused approach to the planning and deployment of resources in order to launch and grow new worshipping communities by We are seeking an incumbent for this united benefice of two parishes in a beautiful part of rural Cheshire, with a total population of around 4, The parishes are of central tradition.

There are strong community links and several schools, including a church school. A good modern rectory is provided. This is an exciting opportunity to join a thriving church in the heart of Weston-super-Mare. We are looking for a collaborative and creative priest with a genuine passion for mission, to join us in ministry working on the next steps of a new Ministry Area in the South Wales Valleys working around the towns of Ebbw Vale, Abertillery and Blaenavon and the surrounding areas.

Do you have a pastoral and missional heart? Are you looking for an exciting and challenging new opportunity? Would you like to join a creative and collaborative team?

Interviews and news analysis from the Church Times team. Sign In Subscribe. Thursday 11 November A quiet revolution in school RE. A new approach could improve the teaching of an unpopular subject, says Trevor Cooling. Beyond the here and now. From Certainty to Mystery, by Michael Saunders. World news in brief. This is turning from a sprint to a marathon. These questions are applied to local, national and global contexts, encouraging tolerance, understanding and respect so that the children can develop the skills needed to appreciate the varied responses to these questions whilst also developing responses of their own.

Children are taught to think about their own school and personal values and to understand how people of different backgrounds or beliefs may share similar values whilst differing in other values. During the key stage, pupils are taught knowledge, skills and understanding through learning about Christians, Muslims, Hindus and Jewish people.

Pupils may also encounter other religions and worldviews in thematic units e. Humanists, Buddhists. Units are carefully selected to enable coherence and progression throughout KS2. In addition, opportunities to make links with other learning e. Three units are taught across every year group and each unit will address one of the following key strands:. Believing - Religious beliefs, teachings, sources; questions about meaning, purpose and truth. Expressing - Religious and spiritual forms of expression; questions about identity and diversity.

Living - Religious practices and ways of living; questions about values and commitments. The three strands will be covered by every year group to ensure breadth and depth of learning and to ensure that the children are able to achieve the end of KS2 outcomes.