Religious Education

Religious Education at Danson is taught in line with the Religious Education Agreed Syllabus for Bexley 2021-2026.

The Agreed Syllabus for Bexley states that:

‘The principal aim of Religious Education 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.’

This aim will permeate and underpin all of the Religious Education teaching and learning at Danson.

The study units are organised into three strands, which are Believing, Expressing and Living, and each study unit has a key question which will be explored in depth during the teaching and learning of it. All year groups at Danson will explore four key questions and a spiral curriculum approach will be used, across the Key Stages, to enable pupils to revisit concepts, acquire deeper understanding and facilitate the embedding and consolidation of knowledge.

Aspects of Christianity, Judaism, Hinduism, Islam and Non-Religious/worldviews will be explored in depth during the study units. Other religions can/may be looked at during thematic units alongside these.

Year Group

Key Questions

Religions

EYFS

Where do we belong?                                                                                                                                              Which stories are special and why?                                                                                What is special about our world and why?                                                                      Which times are special and why?

Christianity

Judaism

Hinduism

Islam

(others can be used in thematic units)

Year 1

Who is a Christian and what do they believe?

What does it mean to belong to a faith community?

What makes some places sacred?

How and why do we celebrate special times?

Christianity

Judaism

Islam

(others can be used in thematic units)

Year 2

What can we learn from sacred books?

Who  is a Muslim and what do they believe?

Who is Jewish and what do they believe?

How should we care for others and the world and why does this matter?

Christianity

Judaism

Islam

(others can be used in thematic units)

Year 3

Why do people pray?

What do different people believe about God?

What does it mean to be a Christian in Britain today?

Why are festivals important to religious communities? (part 1)

Christianity

Hinduism


Islam

(others can be used in thematic units)

Year 4

Why do some people think life is like a journey and what significant experiences mark this?

Why is Jesus inspiring to some people?

What does it mean to be a Hindu in Britain today?

Why are festivals important to religious communities? (part 2)

Christianity

Judaism

Hinduism

Worldviews/Non-Religious Views

(others can be used in thematic units)

Year 5

Why do some people think God exists?

If God exists everywhere why go to a place of worship?

What does it mean to be a Muslim in Britain today?

What would Jesus do?(Can we live by the values of Jesus in the 21st Century?)

Christianity

Hinduism

Islam

Worldviews/Non-Religious Views

(others can be used in thematic units)

Year 6

What matters most to Christians and Humanists?

What difference does it make to believe in Ahimsa, Grace and/or Ummah?

Is it better to express your beliefs in arts and architecture or in charity and generosity?

What do religions say to us when life gets hard?

Christianity

Hinduism

Islam

Worldviews/Non-Religious Views

(others can be used in thematic units)

 

 The teaching and learning in Religious Education at Danson aims to make children more culturally aware of others’ ways of life and beliefs, which may be different from their own, and, in turn, will prepare our children for living in the culturally diverse society that exists now and in their future and will enable them to be both curious as well as tolerant.

The teaching of Religious Education at Danson enables children to have first hand and sensory experiences and will incorporate some or all of the following: the use of religious artefacts, visits to places of worship, visitors to the school from different faiths, teaching approaches that promote Religious Education skills and a variety of ways for children to record their learning experiences. 

 

The following skills will be promoted and developed through our teaching and learning in Religious Education:

                      Investigating                                                       Applying

                      Reflecting                                                           Discerning

                      Expressing                                                         Analysing

                      Interpreting                                                       Synthesising

                      Empathising                                                      Evaluating                       

Collective Worship

Collective Worship is part of  our assemblies at Danson and these take a variety of forms: Whole School, Phase, Key Stage and Class. Each week has a different theme which incorporates PSHE (SCARF), Global/British Values, SMSC, RE or Danson Values.

Assemblies include:

Values themed assemblies led by teachers in rotation (these will also include special days or festivals throughout the year).

 A visitor’s assembly led by a member of St John’s Church in Welling.

Class assemblies.

 A weekly celebration/achievement assembly led by the Headteacher, Deputy or Assistant Head.

An end of term celebration assembly taken by the Headteacher.

 

Right of Withdrawal from RE or Collective Worship

In accordance with Schedule 19 of the School Standards and Framework Act 1998, parents have the right to withdraw their child from RE without giving a reason but they need to notify the school via letter or email of this decision and the parent needs to make clear whether it is from the whole of the subject or specific parts of it and/or collective worship.

If pupils are withdrawn from RE (and/or collective worship), Danson has a duty to supervise the pupil, but will not provide additional teaching or incur extra costs due to this during this time.