Religious Education is a core subject at our school and we use the Understanding Christianity units alongside the Kent Agreed Syllabus, which includes the other world religions. Meeting the curriculum expectations, two thirds of the units covered are Christianity based and one third are related to other world religions.
Opportunities to develop spiritual, moral, social and cultural issues are often explored. Encouraging the children to think and discuss thought provoking topics, helps develop speaking and listening skills whilst also encouraging the children to be respectful of other people’s opinions, beliefs and practices. We draw upon a wider range of stimulus for RE including role play, hot seating, film clips, art, visitors, IT, music, poetry, the school environment, talk partners, artefacts and our local church-St Mary’s Church – so children have opportunities to learn both about religion and from religion. Where possible, we want our children to have opportunities to encounter local faith communities through visits to local places of worship or visits from members of local faith communities. We want to enable our children to develop the ability to make their own reasoned and informed judgements about the religious and moral issues which arise from reflection on human experience and a study of religious beliefs and practice. For them to consider ways in which beliefs, values and traditions might have significance for their own lives.
Religious Education at Kennington CE Academy is fun but also reflective, and is delivered in a variety of imaginative ways so that each child has the time and space to deepen their own understanding of God and appreciate something of how the Christian Community, both locally and nationally, responds to a busy and complex world.
Spirited Arts 2021
As a school, we have decided to incorporate the Spirited Arts competition (run by NATRE) into our yearly curriculum. We will use it as a theme week to encourage children to explore their own and others’ opinions about the big questions in life, both of a religious and non-religious nature. Following the Lockdown in Winter 2020/21, we decided to team it this year with the idea of resilience. We thought about the challenges we all have to face and how our ability to learn and adapt makes us truly unique beings. Our resilience as individuals and as a community, allows us to achieve, celebrate and succeed in every thing we do. Below are some of the examples of the work children completed for this year’s competition. We think you will have to agree, they are inspiring!
Spirited Arts Competition 2020
During Lockdown in Summer 2020, children at home and school (Year 6 and Key worker children) were challenged to create their own pieces of art to answer one of the themes for the year’s Spirited Arts Competition. Below are a few of the pieces that were produced.
A few of our RE displays
As part of our ‘In It Together’ theme week, each year group researched a different religion. They looked at different aspects of that religion such as festivals, beliefs, rules or instructions they followed and type of clothing. We thought about how the different beliefs or traditions were similar to Christianity and our own school Christian Values. At the end of the week, the children shared their learning with another year group. Year 3 learnt about Humanists, Year 4 learnt about Jains, Year 5 learnt about Shintoism and Year 6 learnt about Buddhism.
YEAR 6 RE
As part of their unit on Creation and Science: Conflicting or Complementary?, the children investigated the different ideas of how the world began through Creation, Evolution and Cosmology. They designed their own art through the ideas of Creation and discussed their own opinion of whether Christians could believe in both science and God.
Mr Poore came into year 6 to work with the children. They planned questions to ask Mr Poore about his personal opinions on how the world was made and if science helped or hindered that. The children really enjoyed his visit and found his answers very inspirational, so much so they would like to invite him in for more RE lessons!
In the unit, What Would Jesus Do?, the children created their own models to think about how a good life needs good foundations using the story of the Wise and Foolish Builder. The children thought about the lessons Jesus taught from the Sermon on the Mount and what kind of advice Jesus would give in different situations. They designed their own prayer corners to help other people to have time to reflect.
As part of their unit on Islam, What does it mean to be Muslim in Britain today?, the children learnt about different aspects of the Islamic religion and how the Five Pillars are are an important part of a Muslim’s life. They looked at the elements of a mosque and considered how these support a Muslim in their daily faith. We considered what parts of the religion would seem exciting or challenging to those who do not follow the faith.
Year 5 RE
As part of their Christianity unit, What does it mean if God is loving and holy?, Year 5 have considered what God might be like and used biblical texts to support their ideas. They created their own songs and raps about a holy and loving God before considering how God can love everyone in the world if they sometimes do the things He hates.
In the unit Was Jesus the Messiah?, the children discovered what the word Messiah meant and why it was important to the Jews. They talked about the prophecies that they expected the Messiah to fulfil and how Jesus fulfilled all but one of these in His lifetime. They thought about what Christmas means in our modern world and looked at the charity Christmas Starts with Christ to create their own posters and scenes to show the true meaning of Christmas.
The unit, How can following God bring freedom and justice?, allowed the children to learn about the story of Moses and how he gave up his life for his faith in God and the freedom of the Jewish people. They made comparisons between the salvation of the slaves and the salvation from sins through Jesus. They thought about how the Ten Commandments might be relevant to communities now and what Golden Rules Jesus bought for His followers. They finished the unit by writing their own poems about freedom and justice.
As part of their Christianity topic on What do Christians learn about the Creation story?, the children have looked at where the story of Creation fits into the Bible. They created their own poems about the wonder of Creation. As a class they created class charters to show how they can try to be good stewards to make God happy. They read the story of The Fall and how Christians use it to help them to remember to ask for forgiveness.
Children looked at Christian views in the unit What is the Trinity? They looked at the story of Jesus’ birth in different Gospels and discussed why they might be different. They looked closely at John’s Gospel and thought about what he meant when he referred to Jesus as the Word before creating their own Christmas cards or Carols in the style of John’s Gospel. They learnt about the word Incarnation and invited Reverend Ravi in to discuss his own views of the birth stories and Incarnation. We finished up the term by building links between our learning to see if we could share it with others.
In their Christianity unit on What kind of world did Jesus want?, the children thought about how Jesus called His disciples to be ‘fishermen of people’. We considered what this meant and how Christians try to continue to do this today. They heard the story of the leper and debated whether Jesus should have touched the leper to heal him. They learnt about how church leaders work within their communities to be fishermen of people and how certain leaders had made a stand to bring attention to national and global problems. They thought about what Jesus wanted the world to be like and wrote their own poems.
As part of their work around the unit What was it like to follow God?, the children learnt about the stories of Noah and Abraham and Sarah. They discussed the covenants (promises) God made with them in each story and how that promised was kept. They thought about how Christians shows similar promises to each other during wedding ceremonies. Members from the Salvation Army came in to talk the children about William Booth and the things he did to help others and how the Army still achieves this today.
Children looked at Sikhism in their unit on What is it important for Sikh people? They learnt about their beliefs about God, the 5Ks and the special celebration of the Khalsa. The children considered how these beliefs were important to Sikh followers and how it might impact on their lives and actions.
In the What is the Trinity? unit, the children learnt about the baptism of Jesus and why it is important to Christians. They learnt about how the Trinity is used in baptism for babies and adults and even held their own baptism. They thought about how Christians use the Trinity in their everyday lives and designed items that might remind a Christian of this. They thought about how the Trinity is explained and why this can be tricky to understand before studying art that showed the Trinity through from people’s perspectives.