Learning, Loving and Living with Jesus
and always be thankful. Colossians 2:7
Our RE Knowledge Organisers
We have developed Knowledge Organisers (KO) because research shows that our brains remember things more efficiently when we know the ‘bigger picture’ in a topic or subject area and can see the way that areas of knowledge within that subject area link, forming schemata. Making links, essentially, helps information move into our long-term memory. Regular retrieval of knowledge in the classroom and at home using our Knowledge Organisers helps us remember more effectively, helping us store knowledge in, and recall it from, the long-term memory, freeing up space in the working memory to take on new knowledge. Knowledge Organisers enable teachers to ensure that key information is taught over a sequence of lessons, assessing knowledge-based outcomes.
RE Knowledge Organisers Summer Second Half 2021
Our Religious Education Curriculum
At St Peter’s we plan our R.E. following the Blackburn Diocesan Religious Education Syllabus.
Religious Education Attainment Targets
This syllabus uses the National Framework, Non-Statutory Attainment Targets for RE.
ATTAINMENT TARGET 1: LEARNING ABOUT RELIGION AND BELIEF
ATTAINMENT TARGET 2: LEARNING FROM RELIGION AND BELIEF
Learning about religion includes enquiry into, and investigation of, the nature of religion. It focuses on beliefs, teachings and sources, practices and ways of life and forms of expression. It includes the skills of interpretation, analysis and explanation. Pupils learn to communicate their knowledge and understanding using specialist vocabulary. It includes identifying and developing an understanding of ultimate questions and ethical issues.
Learning from religion is concerned with developing pupils’ reflection on, and response to, their own experiences and learning about religion. It develops pupils’ skills of application, interpretation and evaluation of what they learn about religion, particularly questions of identity and belonging, meaning, purpose, truth, values and commitments, and communicating their responses.
From a distinctive point of view the Attainment Targets read as……
Learning about religion
We learn about:
- The God who reveals the truth about himself and humanity through creation, the giving of the law, his action in history and through the prophets;
- The God who reveals himself ultimately in Jesus his Son, living among us and dying and rising for us;
- The God who reveals himself in his Spirit working in the living faith of the Church experienced through scripture, tradition and reason.
Learning from religion
We learn from:
- An empathetic response to the Christian faith and a critical engagement with it;
- Responding personally to the transforming power of Jesus Christ;
- Developing a vision for life that transcends a dull materialism and recognises the reality of the spiritual realm;
- Understanding ourselves and others, celebrating our shared humanity and the breadth of human achievement;
- Examples of Christian living which give priority to the claims of justice, mercy, holiness and love.
The contribution of RE to the Spiritual, Moral, Social and Cultural development of pupils
Spiritual, Moral, Social and Cultural development in a church school is distinctive because these four aspects of the school curriculum are inextricably rooted in the reality of God the Holy Trinity - Father, Son and Holy Spirit. The Religious Education curriculum in a church school is the place where excellent and distinctive SMSC is seen most clearly.
For you created my inmost being; you knit me together in my mother’s womb. I praise you because I am fearfully and wonderfully made; your works are wonderful.
Spiritual development within RE in a church school enriches and encourages the pupils’ discovery of God the creator, of their ‘inmost being’ and of the wonder of the environment.
This is promoted through:
- exploring their relationship with God and the sense that they are his children, unique and loved by him;
- exploring and experiencing prayer and worship from a variety of Christian traditions;
- giving thanks to God for all aspects of school life;
- discussing and reflecting upon key questions of meaning and truth such as the existence of God, the origins and purpose of the universe, good and evil, life after death;
- considering the value of human beings and their relationship with God, with one another and with the natural world;
- discovering how the creative and expressive arts enable spiritual development;
- opportunities to discuss feelings and emotions openly;
- recognising and encouraging the use of personal and group gifts and talents;
- opportunities to develop their gift of imagination and creativity;
- encouraging curiosity and questioning so that their own views and ideas on religious and spiritual issues can be developed within a secure environment where faith is valued;
- developing a sense of personal significance and belonging;
- encountering Christian fellowship.
Do not be conformed to this world, but be transformed by the renewing of your minds, so that you may discern what is the will of God – what is good and acceptable and perfect.
Moral development in RE in a church school is based on the teachings of Jesus Christ, which offer pupils a secure foundation stone on which to make decisions and build their lives.
This is promoted through:
- developing a sense of right and wrong based on the teaching of Jesus Christ;
- recognising the values identified within the Bible: truth, justice, trust, love, peace, compassion, forgiveness, reconciliation and redemption;
- learning to follow a path through the conflicting demands of faith, family, peers, society, the media and the world of ideas;
- recognising the importance of personal integrity;
- developing mutual respect across racial and religious divides;
- recognising that people’s rights also imply responsibilities;
- developing a sensitive conscience.
As I have loved you, so you must love one another. By this everyone will know that you are my disciples.
Social development in RE in a church school develops pupils’ understanding of what it means to live in a Christian community where Jesus’ command to love one another is put into practice.
This is promoted through:
- developing a sense of empathy, compassion and concern for others;
- building relationships within the school and between the school, the parish and the local community;
- considering how Christian beliefs affect decisions at local and national level;
- investigating social issues from the perspective of Christianity and of other faiths, recognising the common ground and diversity that exists between them;
- providing opportunities for pupils to articulate their own views on a range of current issues and to show respect for the opinions of others and a willingness to learn from their insights.
There is neither Jew nor Greek, slave nor free, male nor female, for you are all one in Christ Jesus.
Cultural development in RE in a church school provides opportunities to develop an understanding of Christianity as a worldwide, multi-cultural faith that has an impact on the lives of millions of people.
This is promoted through:
- promoting an understanding of Christianity from a global perspective through encounters with people, literature and the creative arts from different cultures;
- exploring the diversity of Christianity worldwide with particular reference to the diversity of the Anglican community;
- considering the relationship between British and European culture and Christianity;
- appreciating the diversity of cultures within Britain.
National Expectations in Religious Education
Pupils use some religious words and phrases to recognise and name features of religious life and practice. They can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression.
Pupils talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others.
Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways.
Pupils ask, and respond sensitively to, questions about their own and others’ experiences and feelings. They recognise that some questions cause people to wonder and are difficult to answer. In relation to matters of right and wrong, they recognise their own values and those of others.
Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers’ lives. They describe some forms of religious expression.
Pupils identify what influences them, making links between aspects of their own and others’ experiences. They ask important questions about religion and beliefs, making links between their own and others’ responses. They make links between values and commitments, and their own attitudes and behaviour.
Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people’s lives. They suggest meanings for a range of forms of religious expression.
Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people’s lives. They describe what inspires and influences themselves and others.
|Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They describe why people belong to religions. They understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognising diversity in forms of religious, spiritual and moral expression, within and between religions.||Pupils ask, and suggest answers to, questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others’ lives. They explain what inspires and influences them, expressing their own and others’ views on the challenges of belonging to a religion.|
Pupils use religious and philosophical vocabulary to give informed accounts of religions and beliefs, explaining the reasons for diversity within and between them. They explain why the impact of religions and beliefs on individuals, communities and societies varies. They interpret sources and arguments, explaining the reasons that are used in different ways by different traditions to provide answers to ultimate questions and ethical issues. They interpret the significance of different forms of religious, spiritual and moral expression.
Pupils use reasoning and examples to express insights into the relationship between beliefs, teachings and world issues. They express insights into their own and others’ views on questions of identify and belonging to a religion in the contemporary world, focusing on values and commitments.