RE at Stubbings

‘We read to know we are not alone.’ C S Lewis

‘Schools should, through their RE programmes, aim systematically to prepare students for the spiritual and intellectual challenges of living in a world with diverse religions and beliefs as well as non-belief” Big Ideas for Religious Education, Wintersgill 2017

Intent: What we will achieve?

Our curriculum follows the local West Yorkshire agreed syllabus ‘ Believing and Belonging’ 2024- 2029. It aims to :

a. Enable learners to develop a broad and balanced understanding of religions/worldviews.

b. Empower learners to develop and use critical thinking skills.

c. Broaden perspectives of faiths and cultures, encouraging tolerance of diversity.

d. Develop their own personal worldview, identity, values and spirituality.

e. Contribute to developing learners as positive, participating citizens of the world.

Implementation: How will the children learn?

‘The syllabus is designed around six learning pathways. These have been developed from ‘Big Ideas’1 and act as the framework for sequencing learning in religion and worldviews at all key stages from age 5 to 18.

While organising the curriculum along these pathways, learners concurrently develop substantive knowledge of specific religions/worldviews. The syllabus requires a school curriculum to both: - achieve a broad, but rigorous, understanding of religions/worldviews in the context of our local communities and our country; - provide for deeper focused study of specific topics and questions.

Pathway 1: The Nature of Religion and Belief

Pathway 2: Expressing Belief

Pathway 3: A Good Life

Pathway 4: Personal Journey

Pathway 5: Influence and Authority

Pathway 6: The Big Picture

The syllabus provides exemplar core and focus units of work based on key questions: Pupils will study core units of work based on the pathways. Within these pathways, the programme of study must enable pupils to accumulate sufficient knowledge of the religions and worldviews studied. This will enable them to have a broad general understanding of these, enriched and extended by deeper exploration of selected aspects. Other focus units will be added to deepen knowledge and enrich the experiences of pupils in each key stage. These are essential to maintain depth as well as breadth in learning.