Hunsley Primary, as a Free School, is non-denominational, however broadly Christian in its ethos. It is also able to set its own curriculum; however, for Religious Education, we choose to follow the locally agreed curriculum, which offers a broad and balanced approach to teaching and learning about other cultures, religions, beliefs and ideas. This curriculum has been devised and revised in 2016 by the Humber Standing Advisory Council for Religious Education.
Children work towards End of Key Stage Milestones as with all other subjects and are assessed against these. The three key Areas of Understanding in the curriculum are as follows:
All content in these areas is statutory. Each Area of Understanding has two Attainment Targets:
In Key Stage 1, children should spend at least 36 hours per year engaged in Religious Education studies. In the Early Years setting of Reception and in Year 1, this involves Find Out days and weeks investigating festivals and beliefs from a range of cultures, from Harvest, Christmas, Lent and Easter to Hanukah, Diwali, Eid, Ramadan, and Chinese New Year. The children from visiting guests, including local Christian clergy, members of the local community, parents and older students to share their celebrations and find out more about a range of cultures and traditions. They visit the local Parish Church in Welton at Easter and Christmas.
Parents can request that their child is removed from any event, activity or discussion at any point, should they wish for their child not to be included in accordance with our policy.
Through assemblies, Talk Time, reading and discussion, as well as creative and physical activities, such as singing, drama, outdoor learning, art and written work, the children are encouraged to investigate, think, ask questions and reflect – the most important skills associated with learning about a range of cultures. In line with our Big Questions curriculum and our Thinking Scientifically approach, the study of Religious Education is similarly investigative. Enquiry is at the heart of learning. Where RE is most effective, the school has a well-defined and systematic approach to using enquiry in RE.
Effective enquiry in RE