Gilberdyke Primary
Curriculum
Intent: RE & World Views
Intent
At Gilberdyke Primary School, we have designed our RE and World Views curriculum so that it broadens children’s minds and empowers them to be self-assured about their own beliefs and, equipped with the key knowledge, are tolerant of others’.
In developing pupil’s knowledge and understanding of everyday life for people of faith or other world views (beyond their own community), we not only prepare children for their secondary school curriculum, but also for life beyond school as they aspire for future employment within and beyond the local context/area as well-prepared and open-minded young people.
It is of the highest importance that the RE and World Views curriculum at Gilberdyke equips our children well with key knowledge about other people’s beliefs, how they express them and how these beliefs and practices impact their lives in the following faiths; Christianity, Islam and Sanatana Dharma (Hinduism), as well as other religious and world views, in particular humanism.
Looking at RE and World Views through the lenses of theology, philosophy and social sciences, we are enabling Gilberdyke pupils to connect, critically reflect, evaluate and apply their knowledge as part of preparing them for life in diverse Britain with a broad and balanced knowledge and understanding of local, national and global communities.
In order to establish coherent narratives and schema for pupils, the focus for each unit is based around one of these four key concepts which are revisited throughout their history journey from EYFS to Y6:
1. Beliefs
2. Culture & Identity
3. Being Human
4. Power & Authority
To support children’s broadening and deeper understanding of religion and world views, our approach to teaching explores and dives deeply into the substantive concepts through the following disciplinary concepts, known as ‘lenses’:
1. Theology
2. Philosophy
3. Social Sciences
Implementation
RE is taught in accordance with the approved East Riding Syllabus. Lessons are taught weekly in response to the curriculum key drivers based on broadening minds and developing self-assurance. Weekly lessons ensure that our pupils are very regularly revisiting/acquiring and expanding their knowledge and developing tolerance and understanding through the discussions, questions and debates that these lessons offer.
• The curriculum equips pupils with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities.
• It provides the children with the opportunities to compare key religions, recognising similarities and differences.
• It develops in pupils an aptitude for dialogue so that they can participate positively in our society with its diverse religions and worldviews.
• Pupils gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence.
Teaching provokes challenging questions about meaning and purpose in life, beliefs about God, issues of right and wrong and what it means to be human.
Pupils learn about and form religious and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions. They learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.
It gives the children the chance to use ‘personal knowledge’ recognising where they fit into the world and considering how their experiences lead them to developing their own beliefs. It allows them to explore their own responses and those of others to questions of meaning, purpose and truth, enabling them to develop their own ideas, values and identity.
Impact
All pupils in our school are educated to develop spiritually, academically, emotionally and morally to enable them to better understand themselves and others and to cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world.
Pupils will demonstrate strong foundations of skills and attitudes that enable them to participate fully in and contribute positively to life in modern Britain by making a positive contribution to society.
Pupils respect people in the wider community, including their beliefs, traditions, culture, language and history.
Further Information
