RE

Since September 2016 Barlow Hall have adopted the new agreed syllabus for RE in Manchester and are following the ‘Key Question’ approach it outlines. Titled ‘Barlow Hall’s Big Questions’ this 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, we also have children from families where non-religious worldviews are held and these worldviews, including for example Humanism, will also be the focus for study. Teaching and learning of such is based around a key question where the questions open up the content to be studied. 

Our RE curriculum enables pupils to acquire an understanding of religion and to consider some of the fundamental questions of human existence which religions address in different ways.

Our curriculum provides pupils with accurate information about the main religious and spiritual traditions are taken to include Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism. It may sometimes be appropriate, additionally, to include other faiths.

We offer the means by which pupils can understand the influence of religion on people's attitudes to life and death and to consider an awareness of some of the fundamental questions about life and death raised by human experience and how religions may relate to them. We respond to such questions with reference to the teachings and practices, and to pupils' own understanding and experience. They reflect their own beliefs, values, and experiences in the light of their study and develop a positive attitude towards other people, respecting their right to hold different religious beliefs and value systems from their own. They should also recognise that some people will have value systems not based on religious beliefs.

Summary of Religious Education at Barlow Hall 

National Curriculum Guidance (last updated in 2010) states that ‘R.E must be taught according to the local agreed syllabus, adopted by the LA, by which the school is maintained. ‘ Therefore we will continue to follow the guidelines set by the Manchester SACRE. The main requirements are:

EYFS

Christianity and any other religion(s) relevant to children in the school. The choice of religion should reflect the composition of the school.

It is a statutory requirement for reception children aged 5 years.

Barlow Hall celebrate religious festivals and cultural traditions relevant to the school community. The learning is linked to the EYFS curriculum.

KS 1

Christianity, Islam and Hinduism are taught. The choices of religion reflect the composition of the school.

KS 2

Christianity, Islam, Buddhism, Hinduism, Sikhism and Judaism are taught. (6 principle religions outlined by Manchester SACRE)

The key concepts taught across the 2 Key stages, which are broken down further into lesson objectives relevant to each key stage are:

Beliefs, teachings and sources

  • Interpreting teachings, sources, authorities and ways of life in order to understand religions and beliefs
  • Understanding and responding critically to beliefs and attitudes.

Practices and ways of life

  • Exploring the impact of religions and beliefs on how people live their lives.
  • Understanding that religious practices are diverse, change over time and are influenced by cultures.

Expressing meaning

  • Appreciating that individuals and cultures express their beliefs and values through many different forms.

Identity, diversity and belonging

  • Understanding how individuals develop a sense of identity and belonging through faith or belief.
  • Exploring the variety, differences and relationships that exist within and between religions, values and beliefs.

Meaning, purpose and truth

  • Exploring some of the ultimate questions that confront humanity, and responding imaginatively to them.

Values and commitments

  • Understanding how moral values and a sense of obligation can come from beliefs and experience.
  • Evaluating their own and others’ values in order to make informed, rational and imaginative choices.

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