St Blaise Church of England Primary School
Achieving excellence together
Religious Education
Policy
Date of Review: February 2010
Next Review Date: February 2012
Responsible staff member: Ruth Leach
Responsible Governor: Father Colin Patching & Rosemary Howden
Mission Statement
St Blaise provides an inspirational and purposeful learning environment
where Christian values flourish
allowing everyone to realise the joy of discovery and achievement
to become the best that they can be
Aim
The staff and Governors at St Blaise aim to enable pupils to:

appreciate the rich traditions of faiths and cultures and provide the opportunity to
genuinely reflect upon religion

understand, at the appropriate level, religious language and concepts

build an atmosphere of tolerance and open-mindedness in which pupils learn to respect
and value others and their beliefs and cultures

reflect on their own lives, relationships and values in order that they may form or reaffirm
their beliefs and opinions.
Definition
Religious Education is part of all pupils’ entitlement under the Education Act 1988 to receive a
broad and balanced curriculum, which
‘promotes the spiritual, cultural, mental and physical development of pupils at the school
and of society and prepares pupils for the opportunities, responsibilities and experiences
of adult life.’
RE is an essential and valuable part of the curriculum. It makes a major contribution to the
development to our children’s spiritual, social, cultural and emotional awareness.
Religious Education must be relevant to the needs of our pupils in a multi-cultural society. Whilst
a study of Christianity will form the main component in any programmes of study, Religious
Education in Oxfordshire involves learning about two other religions at Key Stage One and three
other religions at Key Stage Two.
Also see: Values Policy, which includes collective worship, the SMSC (Spiritual, moral, social and
cultural) guidelines and the policy for PSHCE (Personal, social, health and citizenship education).
1. Guidelines
1.1. Religious Education is studied as a discrete subject but it facilitates programmes of study
in many curriculum areas such as language, literature, geography, history, art, music and
technology. RE has a specific place on the weekly timetable at both key stages in order
to meet the recommendation of:
36 hours over each year at Key Stage One
45 hours over each year at Key Stage Two
1.2. Religious Education is independent from ‘collective acts of worship’ but may be
supported and enhanced by the latter.
1.3. There should be a balance of the two dimensions of Religious Education:
1.3.1.Learning about religion is knowing and understanding; this is the acquisition of
information, the understanding of concepts and ideas and understanding the
influence of religion on peoples lives.
1.3.2.Learning from religion is concerned with the pupils ability to raise and reflect on
spiritual and moral questions, evaluate what they have learned and express their
ideas in relation to that and to consider the implications and the applications of
what they have learned for themselves and for others, if appropriate.
2. Schemes of work
2.1. In accordance with the legal requirements of the Agreed Syllabus for Religious Education
in Oxfordshire, schemes of work have been developed focusing on Christianity and two
other religions, Judaism and Islam, at Key Stage One and Two. Hinduism is introduced at
Key Stage Two, with elements through festivals at KS1.
2.2. A programme for religious education has been devised that is appropriate for the
Foundation children (reception aged), following suggestions made in ‘New Patterns of
Experience’, a handbook that is a supplement/appendix to Oxfordshire Agreed Syllabus
2007.
2.3. If appropriate, opportunities to include aspects of other World Faiths may be developed
to meet the needs of pupils within the school. The schemes of work allow for continuity
and progression within the subject; e.g. in Christianity, Christmas is included in the
schemes of work for all year groups but the focus allows for a deepening of
understanding.
2.4. Each religion studied is valued in its own right but there are opportunities for pupils to
reflect and make comparisons of doctrinal and moral issues.
2.5. Over the next two years we will be beginning a program through the Creative Curriculum
of bringing a greater cultural awareness to the community.
3. Teaching and Learning
3.1. Teachers are encouraged to use a variety of teaching strategies in RE e.g. debate, hot
seating, role play, poetry, stories, art work, use of visits and visitors, use of video and TV
programmes, exploring artefacts etc. Differentiation is essential in RE to enable all
children to develop cognitively and spiritually and to allow all pupils to access the
curriculum, including pupils with special educational needs.
3.2. We have a very strong belief in children experiencing what they are learning, we use a
range of educational visits to our local church – ST Blaise in Milton , including our four
joint services per year. We also user the wider religious community, visiting places of
Muslim and Jewish worship and extending our knowledge of Chrisitanity by taking trips
to other local churches and Westminster Abbey.
4. Assessment
4.1. The assessment of pupils’ learning is integral to the planning of effective progress in
Religious Education. The nature of RE is such that no one form of assessment will
suffice. Long-term informal observation is valued alongside non-statutory guidance,
which provides levels of attainment used to assess pupils when matched to the
appropriate Learning Objective of the lesson. Oral work plays a significant role because
development in RE is not based on literacy skills alone. Self-assessment is valued as
actively promoting the dimension of learning from religion.
4.2. Recording achievement is made using the ‘can do’ statements in the Oxfordshire Pupil RE
Record.
5. Resources
5.1. The teaching of RE is supported and enhanced by a variety of resources including
religious artefacts, posters, books, visits to places of worship and visitors from faith
communities. Religious artefacts can be found in labelled boxes in the resource area.
6. The Co-ordinator
6.1. See Annex on the role of subject co-ordinator.
7. The Right of Withdrawal
7.1. RE aims to be inclusive but parents have the right to withdraw their children from acts of
worship and religious education. Teachers are also able to withdraw from RE and from
attending collective worship, though the Headteacher has a duty to see that the law is
complied with in their schools.
8. Dissemination of Policy
8.1. All staff, governors and parents.
9. Monitoring of Policy and Practice
9.1. As with all policies a responsible member of staff is named along with a responsible
governor. They monitor and evaluate the policy in line with actions identified on the
school development plan and the review date shown at the beginning of the policy.