Our aspiration, for all children in our care, is that they should be successful learners, confident individuals, responsible citizens and effective contributors to society.
Religious Education seeks to make a major contribution to the spiritual, moral, social and cultural development of pupils. It includes specific Christian teaching appropriate to our status as a Church of England School, providing the children with secure subject knowledge relating to Christianity, and the other major religions represented in Britain. The Bible, its stories and teachings are emphasised, and especially the life of Jesus. R.E. also helps children to develop their own beliefs and values and to become religiously literate adults. We teach the children moral values such as respect for individuals and to put into practice the Christian teachings on love, hope and forgiveness.
Kent Agreed Syllabus for Religious Education and Borden School
The principal aim of R.E. in the Kent Agreed Syllabus is:
To engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.
The principal aim can be seen as three strands:
- Know about and understand a range of religions and worldviews.
- Express ideas and insights about the nature, significance and impact of religions and worldviews.
- Gain and deploy the skills needed to engage seriously with religions and worldviews.
R.E. is an enquiry based learning curriculum, which focuses on:
. Pupils engaging in R.E.
.Pupils exploring questions and answers arising from religion and belief
.Having an impact on pupils’ lives and the lives of others.
What Religions are to be taught?
This agreed syllabus requires that all pupils learn from Christianity in each key stage. In addition, pupils will learn from the principal religions represented in the UK, in line with the law. These are Islam, Hinduism. Sikhism, Buddhism and Judaism. Furthermore, children from families where non-religious worldviews are held are represented in almost all of our classrooms. These worldviews, including for example Humanism will also be the focus for
Religious traditions are to be studied in depth as follows:
Schools should consider the pupils they serve in deciding whether to go beyond the minimum entitlements to learning about religions, which are that pupils should learn from:
Children will encounter Christianity and other faiths, as part of their growing sense of self, their own community sand their place with in it.
Key Stage 1
Christians and Muslims or Jewish People
Key Stage 2
Christians, Muslims, Hindus and Jewish People
Key Stage 3
Christians Muslims, Sikhs and Buddhists
Key Stage 4
Two religions required, usually including Christianity. This will be through a course in Religious Studies or Religious Education leading to a qualification approved under section 96
16-19s RE for all
Religions and worldviews to be selected by schools and colleges as appropriate.
Kent Agreed Syllabus incorporating Understanding Christianity
Here at Borden, we have fully embraced and been trained in the ‘Understanding Christianity’ materials produced by RE Today, and the World Faiths materials produced by RE Today and Canterbury Diocese and can deliver the Kent Agreed Syllabus in their context.
Due to the split Year groups, Borden has a three year rolling programme for RE to meet the requirements by the end of Key Stage 2. (Click here to view three year rolling programme document)
Assessment in RE
The Diocese of Canterbury has produced an assessment document that allows key objectives from each unit of work to be assessed accurately. These objectives are taken directly from the Understanding Christianity framework and World Faith plans that form the Kent Agreed Syllabus. Teachers assess every child against each objective within the units taught. If children have not met the objective it is recorded as a 1, if they have met it, a 2, and if they have exceeded the objective, a 3. Levels of progress and attainment are analysed by the Head Teacher and Subject Leader so that any pupils requiring further support are provided with opportunities to enhance their learning. At the end of every academic year, teachers report levels of progress and attainment to parents.