Religious Education at Kessingland Church of England Primary Academy uses an enquiry-based approach to learning. This is based on the best practice framework in the Norfolk Agreed syllabus. This approach enables pupils to focus on an enquiry question which explores aspects of the theological, philosophical and human/social sciences. A range of teaching strategies are used to ensure learning is challenging and relevant including the use of art, music, thinking skills, artefacts and stories. Where possible we want our pupils to have opportunities to encounter local faith communities through visits to local places of worship or visit from members of local faith communities.
The curriculum for RE is designed to ensure religious literacy lies at the heart. A multi-disciplinary approach to curriculum design provides a balance between theology, philosophy and the human/social sciences.
- Theology: This examines where beliefs come from, how they have changed over time, how they are applied differently in different contexts and how they relate to each other.
- Philosophy: This is about finding out how and whether things make sense. It deals with questions of morality and ethics. It takes seriously questions about reality, knowledge and existence.
- Human/Social sciences: This explores the diverse ways in which people practice their beliefs, both now and in the past. It engages with the impact of beliefs on individuals, communities and societies. These three disciplines provide lenses through which each enquiry question is approached.
In accordance with the structure of the locally agreed syllabus we have agreed that:
At Key Stage One, pupils study primarily Christianity and Judaism, with reference made to other principal religions, beliefs and worldviews.
At Key Stage Two, pupils study primarily Christianity, Islam and Hinduism, with reference made to other principal religions, beliefs and worldview.
In accordance with the Statement of Entitlement (2016), two thirds of curriculum time is allocated to the teaching of Christianity. This entitlement is met both through blocked teaching of RE.