RE

Curriculum intent, implementation and impact in RE

Intent

The Intent of Religious Education at Downe Manor is to provide pupils with a broad and balanced education that promotes their understanding and appreciation of various world religions and belief systems. The school follows the Ealing Agreed Syllabus for Religious Education 2020-2025 religion and worldviews: Believing, Behaving, and Belonging.

The Ealing Agreed Syllabus for RE covers aspects of different religions, including Hinduism, Judaism, Buddhism, Christianity, Islam and Sikhism. It also includes study of the philosophy of Humanism. Coverage reflects the diversity of belief in the London Borough of Ealing and within the school community.

The Religious Education curriculum covers aspects of belief, how these beliefs inform behaviour and how they are expressed. The curriculum also addresses the importance of respect, tolerance and sensitivity towards those whose beliefs are different from their own. Children also consider spiritual and moral questions addressed by religion and philosophy generally, reflecting on what it is humans have in common.

Implementation

The curriculum is structured so that different religions are studied from year to year and in greater depth. All units are organised around a ‘Big Question’. For some units, the focus is on an aspect of a specific religion and in others the focus is on a theme which has relevance across religions, such as pilgrimage, or symbols. 

Children learn about religion and religions using a variety of resources, including written texts, visuals, visits and encounters with members of different faith communities. They are encouraged to raise questions and express their understanding in different ways, sharing their viewpoints, in order to help them embed their knowledge and develop awareness of their own beliefs and attitudes.

Impact

The Impact of Religious Education at Downe Manor is evidenced by the following outcomes:

1. Pupils' knowledge and understanding

Pupils demonstrate a sound understanding of religious beliefs, practices, and traditions. They can articulate key concepts, show respect towards different religious viewpoints, and draw comparisons and contrasts across different religions. Pupils' learning is evident through their ability to empathise with others' beliefs and think critically about complex ethical dilemmas

2. Pupils' attitudes and values

Pupils show a positive attitude towards diversity and respect for different religious and cultural practices. They demonstrate tolerance, empathy, and appreciation for the cultural heritage and religious customs of others. Pupils are able to articulate their own beliefs and values, showing an understanding of the importance of mutual respect, fairness, and empathy in building cohesive communities.

3. Spiritual development and personal reflection

Pupils demonstrate personal reflection and an ability to contemplate big questions about life, meaning, and purpose. They can express their thoughts and feelings about these questions in a thoughtful and considered way. Pupils show awareness of their own spiritual development, as well as the importance of personal values in leading a purposeful and fulfilled life.

4. Cultural capital and global awareness

Pupils have an understanding of various cultures, religions, and belief systems and are well prepared to navigate an increasingly diverse and interconnected world, embracing cultural differences and thriving in multicultural societies.

In conclusion, our intent, implementation, and impact statement highlights our commitment to nurturing respectful, knowledgeable, and empathetic individuals who value diversity and are well-prepared to contribute positively to society.

Religious Education resources to support learning

The purpose of these resource links are to provide resources to support pupil's knowledge of the Religious Education they are studying in school and while completing their home learning.  Some of the information in the learning below is part of our curriculum learning and some of it is not, but we believe the learning below will continue to build pupil's  knowledge beyond what they learn in school. 

Click here for the long term plan