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Blossomfield

Infant and Nursery School

'Blossom at Blossomfield'

RE

 

 

 

Religious Education

 

Subject Leader – Miss Kilby

 

“Whether one believes in a religion or not … there isn't anyone who doesn't appreciate kindness and compassion.” Dalai Lama

 

Religious Education (RE) is important as it enables children to learn to show respect for and build bridges between different beliefs and practices, people of different faiths and life stances. RE is taught at Blossomfield Infant School using some of the Discovery RE scheme of work, but also some of our own bespoke planning, to reflect the religious make-up of our school and community. We use an enquiry-based approach to Religious Education, which is exciting and engaging for children. Pupils develop their knowledge and understanding of religions and worldviews within a local, national and global context. Spiritual, moral, social and cultural development is promoted through the RE curriculum and pupils are encouraged to develop characteristics to help them to face the challenge of human life and to become a member of society and respect the rights of each person. The Discovery RE scheme has been integrated with the Solihull agreed syllabus (SACRE) http://www.solgrid.org.uk/sacre/agreed-syllabus/ to ensure all objectives are covered and a range of religions are looked at.

 

Discovery RE provides an enquiry based question for each half term for each year group and has Spiritual, Moral, Social and Cultural (SMSC) development opportunities as well as British Values. There is also the opportunity for Speaking and Listening skills to be developed through discussions and debates. To help children engage with the process of enquiry, each year group has an owl. You will notice that the number of feathers on their chest denotes the year group. We really enjoy using the owls and use them as a talking tool. 

 

 

OVERVIEW IN RELIGIOUS EDUCATION FROM NURSERY TO YEAR 2

 

 

NURSERY

The statutory requirements for religious education do not extend to nursery classes, although religious education in its broadest sense will form a valuable part of the educational experience of children.

RECEPTION

 

YEAR 1

YEAR 2

autumn 1

 

How are our families special?

What makes people special?

Religions:  Christianity, Judaism

What did Jesus teach about being kind?

Religion: Christianity

Does God want Christians to look after the world?

Religion: Christianity

 

autumn 2

 

The Christmas Story

The Birth of Jesus

Giving and saying thankyou

What is Christmas?

Religion:  Christianity

Christian concept: Incarnation

What gifts might Christians in my town have given Jesus if He had been born here rather than in Bethlehem?

Religion: Christianity

 

Why do Christians believe God gave Jesus to the world?

Religion: Christianity

 

spring 1

Cultures and beliefs and those of other people

Chinese New Year

How do people celebrate?

Religion: Hinduism

Chinese New Year

What are Holy books?

Religion: Christianity, Islam

Does going to mosque give Muslims a sense of belonging?

Religion: Islam

spring 2

The Easter Story

Spring; Signs of new life

What is Easter?

Religion:  Christianity

Christian concept: Salvation

Why was Jesus welcomed like a king or celebrity by the crowds on Palm Sunday?

Religion: Christianity

 

What happened when Jesus went into Jerusalem?

Religion: Christianity

 

summer 1

Love and friendship

The Hare and the tortoise

What can we learn from stories?

Religions: Christianity, Hinduism, Islam, Sikhism

Why is it important to belong?

Religion: Sikhism, Christianity, Hinduism

How special is the relationship Jews have with God?

Religion: Judaism

summer 2

Special Places – Places of worship

What makes places special?

Religions: Christianity, Islam, Judaism

How and why do people pray?

Religion: Buddhism, Christianity, Islam

What can the story of Bhai Lalo (the milk and the blood) tell us about Guru Nanak?

Religion: Sikhism

 

 

School Values

Below are our core values.

Happiness

Respect

Caring

Responsibility

Perseverance

Independence

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