Religious Education
Our Subject lead for RE is North Frodingham Year 5/6 Teacher Mrs Robinson.
As we are federated with North Frodingham Primary School some subjects share a subject lead between both schools.
Intent
At both Beeford and North Frodingham Primary schools we believe that our children are entitled to develop a deep understanding of Christianity, alongside building respect for other world faiths and a broad range of world views. Therefore, our RE curriculum is fundamental to our vision BELONG; ‘How good and pleasant it is when God’s people live together in Unity’. Psalm 133.1. The children learn about a range of religions through exploring key biblical texts, stories and celebration of festivals. Our curriculum also explores the values and traditions of communities with a wide breadth of different worldviews that are represented in the United Kingdom. Our aim is to provide children with a moral compass to navigate in an ever-changing world. We provide the children with the tools necessary to explore their own spirituality and enable them to engage with challenging questions that develop their understanding of human existence.
Implementation
RE lessons are planned using the 2022 East Riding of Yorkshire Agreed Syllabus which allows for continuity and progression throughout the school. Following the agreed syllabus statutory guidelines, a progression document detailing ‘knowledge and understanding’ and ‘reflect and response’ is used to ensure children are building upon previous learning and experiences. Class books are used to evidence discussion, exploration and progression; whilst individual books document individual learning and understanding. RE is taught using a variety of strategies such as drama, art, thinking skills, speaking and listening, ICT and other active methods. Key festivals are celebrated within the wider community alongside St Leonard’s and St Elgin’s Church.
Impact
Through our RE curriculum, children will be able to explore diversity and investigate the mysteries of God’s world according to Christians and across a range of other religions. They will also be able to explore the wide variety of different worldviews and investigate their own feelings as a result of these investigations. Children will build their own spiritual and moral development and will feel confident to ask and explore questions they may have. Outcomes for each child are recorded at the end of a unit of work with 3 core concepts – Theology, Philosophy and Social Sciences and these are regularly revisited throughout the year and analysed for next steps.
Early Years
In the Early Years Foundation Unit, the following applies to the children’s learning
Personal, Social and Emotional Development
Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive 9 relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life
ELG: Understanding the World
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
ELG: People, Culture and Communities
Children at the expected level of development will: -
Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps;
Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;
Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.
