Religious Education

At Meadows our vision is to develop children's skills of enquiry, reasoned argument and reflection. In school, we follow the Telford and Wrekin guidance
issued by the Telford and Wrekin SACRE for teaching Religious Education.

Religious education contributes dynamically to children and young people’s education in school by provoking challenging questions about; the meaning
and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. It offers a place of integrity and security
within which difficult or ‘risky’ questions can be tackled within a safe but challenging context. 

In R.E pupils discover, explore and consider different answers to these questions, in local, national and global contexts, through learning about and from 
religions and other world views. They learn to appraise the value of wisdom from different sources, to develop and express their insights in response,
and to agree or disagree respectfully.

Teaching should equip pupils with knowledge and understanding of a range of religions and other world views, enabling them to develop their ideas, values
and identities. It should develop in pupils an aptitude for dialogue so that they can participate positively in society with its diverse understanding of life from
religious and other world views.

Pupils should gain and deploy the skills needed to; understand, interpret and evaluate texts and other evidence. They learn to articulate clearly and
coherently their personal beliefs, ideas, values and experiences, while respecting the right of others to differ. 

R.E Curriculum

In school, the curriculum is based on the Local Agreed Syllabus for RE in Telford and Wrekin. 

The syllabus has three aims for pupils:

1.  To investigate the beliefs and practices of religions and other world views;

2.  To investigate how religions and other world views address questions of meaning, purpose and value;

3.  To investigate how religions and other world views influence morality, identity and diversity. 

The syllabus requires schools to focus on specific core religions at each key stage: Christianity and Islam from KS1, adding Sikhism and Judaism at KS2.

The RE syllabus units covered by each year group are outlined below;

 

SMSC in Religious Education (R.E )

SMSC stands for; spiritual, moral, social and cultural development.

SPIRITUAL DEVELOPMENT
The Spiritual aspect of SMSC is embedded in our lessons, with pupils often being given opportunity to reflect on how the things they have learnt can
affect and influences their own lives.

Pupils’ spiritual development is shown by their: 

•  Beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feeling and values

•  Sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible

•  Use of imagination and creativity in their learning

•  Willingness to reflect on their experiences.

MORAL DEVELOPMENT  
The moral aspect of SMSC asks pupils to consider the moral issues of the topics that are being addressed, such as the role of humans and the environment.

Pupils’ moral development in shown by their:

•  Ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives

•  Understanding of the consequences of their actions

•  Interest in investigating, and offered reasoned views about, moral and ethical issues.

SOCIAL DEVELOPMENT
Within Religious Education pupils are given the opportunity to develop their social skills through debate, speaking and listening, group work and using a
variety of modern media. We also reflect on issues of community cohesion and the affect religion has on individuals.  

Pupils’ social development is shown by their:

•  Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds

•  Willingness to participate in a variety of social settings, cooperating will with others and being able to resolve conflicts effectively

•  Interest in and understanding of, the way communities and societies function at a variety of levels.

CULTURAL DEVELOPMENT
Religion, Morality and Social skills are underpinned by the culture we live in. Within Religious Studies we look at issues of  how religious beliefs affects
the culture we live in. We also review world faiths and show the importance of the influence of culture and religion often go hand in hand throughout the world. 

Pupils’ cultural development is shown by their: 

•  Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage

•  Willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities

•  Interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity,
as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.