Religious Education

Our school has no affiliation to any particular religious denomination. The teaching of RE is based on the Gateshead Authority Agreed Syllabus. Parents have the right to ask for their child to be withdrawn from Religious Education lessons. Such requests should be made in writing to the Head Teacher.

Intent

The role of our Religious Education curriculum is to help prepare and equip all pupils for life in contemporary Britain by enabling them to acquire a good level of religious literacy.  This means to gain an understanding of the diverse beliefs and religious practices of our faith communities; to understand the secular world held by a number of people in our society; and to respect the rights of all people to make these very personal choices.  We believe that every pupil should have the opportunity to develop their skill, knowledge and understanding in religious education through exploration, engagement and reflection.

To explore the teachings, beliefs and practices of the principal faiths and belief systems in our society.  This means that for each of the faiths we teach as part of our syllabus, children should be helped to acquire a core knowledge and understanding of the key elements of the faith: narrative, the principal stories, the sacred texts, rituals, symbolism and lifestyles relating to them.

To engage with the big questions about our life in the world, our value as people, our identity and our responsibilities.  This means that pupils should be helped to respond to the big questions that their experience of life raises and to be able to express their thoughts relating their experiences and responses to those of other individuals and groups.

To reflect on the challenges that are presented by living in a diverse world and to develop the skills and attitudes that enable people to live well by successfully accommodating difference. This means developing the ability to recognise bias, prejudice and discrimination in ourselves and others and to develop the ability to make informed judgements and responsible choices.

Implementation

Section 375 of the Education Act 1996 requires that the Agreed Syllabus must reflect the fact that religious traditions in Great Britain are, for the most part, Christian, but that the teaching and practices of the other religions represented in Britain must be taken into account.  The other religions that are specified in the Gateshead Agreed Syllabus (and are therefore taught at Fellside) include Judaism, Hinduism and Islam.

Children at Fellside also have the opportunity to learn about non-faith belief systems including Atheism and Humanism.

Within each of these faiths there is a focus on key aspects of learning which are used as a means of ensuring children meet the curriculum aims.  These aspects include: origins; narratives; principal beliefs; the calendar; people, places and practices; artefacts and symbols.  For each faith, we are ask a series of key questions in order to promote children’s insight, reasoning and their ability to make connections between them.  These key questions include:

What do followers of this religion believe?

Why are some people important to followers of this religion?

What does this religion teach?

How do followers of this religion worship?

How do followers of this religion live?

What do followers of this religion celebrate?

In addition to curriculum learning which embraces several world religions, we take a whole school approach to teaching the key Christian festivals of Harvest, Christmas and Easter.  This means that at pertinent points in the school year, all RE teaching centres around these celebrations of the Christian faith.

Impact

Children at Fellside have a good understanding of a number of world faiths and non-faith belief systems. Reflective and respectful of religious diversity in our school community and beyond, children demonstrate curiosity in the faiths evident in 21st century Britain.  They can speak positively about wider issues linked to faiths and ask questions to clarify their understanding of the beliefs and views of others.

Collective Worship

Intent

Collective Worship is planned round a weekly assembly theme. Broadly-speaking, these are either spiritual, moral, social or cultural themes that encourage the children to reflect on their own experiences and opinions. Children meet daily for collective worship, sometimes as a whole school, sometimes as a Key Stage. On Fridays, we hold a special ‘Gold Book’ achievement assembly where we celebrate the work and conduct of children who are nominated to receive a ‘golden certificate’.

We believe at this school that collective worship both supports and strengthens what we aim to do in every aspect of school life.  Our caring ethos, and the value which we place on the development of the whole child; spiritually, morally, socially, culturally and intellectually is reflected in our worship.  We value this special time in the school day for the space it gives children to develop a reflective approach to life and the ability to express their reflections in traditionally religious ways or any other appropriate manner.

Through our collective worship we aim to provide a caring and supporting environment for children to:

• Become increasingly aware of themselves as individuals and groups within the school and wider community
• Grow in understanding of the feelings of other people in everyday situations and beliefs
• Explore the language which people use to express their feelings
• Deepen their sense of wonder about the world around them
• Grow in confidence when making a presentation to the group or whole school
• Respond freely to religious and/or spiritual stimulus
• Acknowledge diversity and affirm each person’s life stance, whether it be religious or not

Worship both reflects and nurtures the ethos of the whole school.  It encompasses all aspects of school life and all areas of the curriculum so that every member of staff and every pupil may feel involved.  In particular, school worship here develops the feeling of belonging to a community which is essential for personal development and spiritual growth.

Implementation

We see school worship as an educational opportunity with clear objectives.  We use this time to encourage pupils to:

• Show interest in, and a concern for, members of the school community;
• Celebrate special occasions together;
• Show empathy for the daily happenings in school life, the local community and the wider world;
• Share appreciation of worthwhile projects undertaken by groups within the school;
• Explore and review the variety of values, attitudes, standards, manifested in religions and society;
• Reflect upon dimensions of human life – whether happy or sad;
• Reflect on the way in which humankind has expressed the deepest spiritual feelings, through the creative and expressive arts,
• scientific discovery, religious practice, service to God and other people.

Song/music

Song/music is a very powerful means of creating the right atmosphere and unifies and uplifts the school community.  We have a bank of music from which to draw, taken from a variety of cultures and types. We select our songs/music carefully to match the theme of assemblies where it is pertinent to do so.

Every week we have a singing practice.  During this we take time to consider carefully the words of one of the songs and make this into a worshipful experience by reflecting on and responding to that song.

Prayer

We feel that prayer is a good way of enabling children to focus their thoughts.  Nevertheless, pupils should not be required to say or affirm prayers in which they do not believe. We have developed various forms of introductions to our prayers which distances children, but gives them the opportunity to participate if they so desire; e.g., ‘And now in a moment of stillness, listen to the words of a well-known Christian/ Hindu/ Muslim prayer/poem/reading…’  In this way we are able to use prayers from many different traditions.

It is not always necessary to have a prayer and the use of regular moments of silence and reflection provides opportunities for some pupils to respond in a personal way if they so wish.

Visitors

We enjoy the fresh approach which visitors can bring to our school worship, but we require them to adhere to our values.  All visitors are issued with this policy and, unless otherwise agreed, will fit into the theme for the week. We have made links with some people who visit us regularly to lead worship. These include visitors from local charities whom we support as well as faith leaders from within our locality.

Impact

At Fellside we evaluate our acts of worship against some of the following:

• Involvement, enjoyment, attention, reaction of pupils
• The growth of respect and tolerance within the school community
• Positive response to shared experience
• An atmosphere which matches the theme
• A contribution to individual and community sense of well being
• A sense of occasion
• Good order
• Staff affirmation
• A sense of challenge
• A place in the overall plan of the school
• Enrichment of pupil’s experience

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