Religious Education
Religious Education is taught in our school because it makes:
“…a major contribution to the education of children and young people. At its best, it is intellectually challenging and personally enriching. It helps young people develop beliefs and values, and promotes the virtues of respect and empathy, which are important in our diverse society. It fosters civilised debate and reasoned argument and helps pupils to understand the place of religion and belief in the modern world”.
(RE: Realising the potential, Ofsted 2013).
We believe that every member of our school community should feel valued, respected and treated as an individual, in accordance with our school vision which states:
‘Everything you do, do in love’
At St Andrew’s, we seek to be a safe and happy environment, inspiring our school family to be positive participants in the world community. A place where we are all encouraged, through love and service, to be the very best.
‘Love one another, as I have loved you’
John 13:34
Lincolnshire Locally Agreed Syllabus Update
Our locality has released a new Agreed Syllabus for RE which is to be implemented from 2025-2030. We have started to implement this and will be embedding it over the next academic year.
This syllabus focusses on a worldview approach; composed of religious and non-religious worldviews. The syllabus explores the ways that people make sense of the world and the impact this has on the way they live their lives. It explores diversity across and within religions, alongside other worldviews.
Nobody Stands Nowhere
What is your view of the world? What makes you who you are?
A new animated film by Emily Downe, in partnership with Culham St Gabriel’s Trust and Canterbury Christ Church University unpacks the idea of worldviews and invites the viewer to consider how their own unique view of the world might co–exist with other, sometimes quite different, vantage points held by those around them.
https://www.youtube.com/watch?v=AFRxKF-Jdos
Different types of knowledge
The syllabus creates a balance between three types of knowledge:
- Substantive knowledge – What pupils learn about religions and worldviews
- Disciplinary knowledge – How pupils learn (enquiry and interpretation)
- Personal knowledge – Pupils’ own reflection and worldview
Progression strands
To make the curriculum coherent and to support pupil understanding, the syllabus has four progression strands.
- Belonging, Identity and Community
- Beliefs, Influence and Values
- Expression, Experience and the Sacred
- Truth, Interpretation and Meaning
All the learning in RE links to these strands which are based on key concepts which are common to all religions.
Curriculum Map
Progression Strands
RE Policy
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