Religious Education
Religion and belief have become more visible in public life in recent years, making it important that all pupils should have an opportunity to engage in RE. However, the parent of a pupil at a community, foundation or voluntary school (or pupils themselves if they are aged 18 or over) may request that they be excused from all or part of the religious education (RE) provided.
Parents who wish to withdraw their children from RE should be aware of its aims and what is covered in the RE curriculum and that they are given the opportunity to discuss this if they wish. It should be made clear whether the withdrawal is from the whole RE curriculum or specific parts of it. No reasons need be given.
Important - limitations to withdraw
- If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching. A pupil may be required to work in another area of the school, such as library or break out area.
- Whilst parents or carers have a right to withdraw children from RE, they should note that children may also encounter religions and beliefs and wider aspects of faith in other areas of the curriculum from which there is no right of withdrawal.
- On occasion, spontaneous questions about religious matters are raised by pupils or issues related to religion arise in other curriculum subjects such as history or citizenship (PSHE) For example, schools promote community cohesion and help pupils to understand ideas about identity and diversity, feelings and emotions within both religious and non-religious contexts.
Managing the Right of Withdrawal
If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching or to incur extra cost. Pupils will usually remain on school premises where it is feasible and appropriate.
Where a request for withdrawal is made, the school must comply and excuse the pupil until the request is rescinded. Though not legally required, it is good practice for a head teacher to invite parents to discuss their written request.
(Section 71(3), School Standards and Framework Act 1998).
‘Religions are different roads converging to the same point. What does it matter that we take different roads as long as we reach the same goal? In reality, there are as many different religions as there are individuals.’
Gandhi
Intent
At Manor Drive Primary Academy, we are committed to encouraging pupils to become knowledgeable and considerate members of the society, by using powerful and extensive breadth of substantive knowledge. Our aim is to enable pupils to:
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Promote respect and open-mindedness towards others with different faiths and beliefs and encourage pupils to develop their sense of identity and belonging through self-awareness and reflection.
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Develop an understanding and appreciation of the expression of beliefs, cultural practices and influence of principle religions.
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Express their own ideas, ask questions, reflect on their own beliefs and respond to what they discover.
Implementation
Our RE curriculum is rooted in the belief that RE provides opportunities for pupils to learn more about the world in which they live, therefore the substantive knowledge they gain enables pupils to effectively engage with and communicate about the world around them. The RE curriculum emphasises respect for others, regardless of their beliefs, race or social status. In our diverse society, pupils need an understanding of other principal religions and other world views.
Key features of our implementation include:
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Holistic Approach: RE is used not only as a subject to learn but also as a tool for broader learning, reflection, and problem-solving.
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Supportive Resources: Staff are supported by the Cycle A and Cycle B curriculum overviews, which ensures high-quality teaching with carefully sequenced lessons that deepen understanding of key concepts and maximise pupil potential.
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Skill Development: Pupils are provided with opportunities to reflect and analyse, to discuss and debate, to explore and discover, and to learn more about the world in which they live with clear progression.
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Curriculum Structure: RE is taught weekly throughout the year with 2 half-term blocks structured to re-visit previous learning, allowing children to consolidate knowledge and skills through the lens of different religions.
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Skill Application: The RE curriculum gives pupils the opportunity to discuss various important aspects of religions applying what they know to different religions.
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Showcasing Work: An understanding of world religions is demonstrated through the learning journey in pupil’s books.
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Early Years Foundation Stage (EYFS): In Early Years, RE is integrated into the curriculum through Understanding the World providing various opportunities for pupils to understand that some places are special to members of their community and that people have different beliefs and celebrate special times in different ways.
Assessment
There are no national standards in Primary RE, so we advocate ongoing assessment based upon lots of conversation, to discover intention and understanding, as well as regular questioning and vocabulary checks. These are embedded into daily lessons to gauge pupils' understanding and reinforce key concepts.
Impact
Our RE curriculum at Manor Drive Primary Academy opens up the world of RE, offering pupils a the knowledge and skills to become responsible citizens in our multicultural society. Evidence of our impact includes pupils who:
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Extend their knowledge and understanding of religions and beliefs.
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Develop a religious vocabulary and interpret religious symbolism in a variety of forms.
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Our ultimate aim is to ensure that in teaching about beliefs and traditions of other people, the subject promotes discernment and enables pupils to combat prejudice. Such tolerance is vital in a world that is increasingly fraught with division and hatred.