Welcome to our school!
At Featherbank, RE is celebrated on a whole-school basis, with additional learning, study, trips and enrichment occurring across our Key Stages over the year. We help all our children - those who follow a faith at home and those who do not - to develop their learning and appreciation of living a life of faith, as it is a massive factor in how billions of people on our planet live their lives.
Belonging to a faith may mean dressing in a certain way; eating (or not eating) certain foods; recognising special people, places & dates; reading/writing/singing in a particular language or following certain traditions or commitments.
The biggest part of following any religion is the values and principles that such religions instill in their followers. This will affect how they treat others, view charity, respond to those in needs, set aspirations on their lives and interact with others.
By studying a breadth of religions, we seek to recognise the very best in each one of them - their kindness, generosity, forgiveness, welcoming, support, love and respect - and what they all share in common. This informs our values as one human race: religious, agnostic, atheist or humanist.
BELIEVING AND BELONGING
The new RE Curriculum, "Believing and Belonging" builds awareness, understanding and discussion of living a life of faith and commitment - whether that is following a particular religion or observing an agnostic or atheistic point of view.
We hope that through the Believing and Belonging scheme, we will help to raise tolerance and informed children who are able to discuss religious issues and be aware of each other's values about what is important in life and how to get on together as a caring and supportive community, society, country and world.
RE Skills Progression
The Local agreed Syllabus for RE is focused in three main areas:
A. Investigate the beliefs and practices of religions and other world views, including:
1. Beliefs and authority: core beliefs and concepts; sources of authority including written traditions and leaders;
2. Worship and Spirituality: how individuals and communities express belief, commitment and emotion.
B. Investigate how religions and other world views address questions of meaning, purpose and value, including:
1. The nature of religion and belief and its key concepts;
2. Ultimate Questions of belonging, meaning, purpose and truth.
C. Investigate how religions and other world views influence morality, identity and diversity, including:
1. Moral decisions: teachings of religions and other world views on moral and ethical questions; evaluation, reflection and critical responses;
2. Identity and Diversity: diversity among and within religions and other world views; individual and community responses to difference and shared human values.
RE AT HORSFORTH FEATHERBANK:
2018-19 and before:
Growing Together, Learning Together, Exploring Faith Together
This year at Horsforth Featherbank, we are really focusing on a MULTI-FAITH approach to our RE learning. We are exploring the six major world religions:
EXPLORING, RESPECTING, TOLERATING, LEARNING
By learning more about different religions, including their core beliefs, special texts, special people, special places, celebrations and rites of passage, we learn how different people of faith see themselves.
We took the decision as a whole staff to be responsible for helping our children learn more about these, so we are all involved in delivering RE teaching to the children via our RE assemblies.
We are also very fortunate to have the "OPEN THE BOOK" RE group from Emmanuel Baptist Centre who come and deliver exceptionally engaging drama and presentations on Bible stories, along with reflections, discussion and prayer opportunities.
We also take part in special workshops such as "RE:Wind to Easter" and "RE:Wind to Christmas", which involve multiple schools in extended workshops and inter-school discussion and learning about special Christian events. These are always amazing to take part in and help to build children's communication, partnership and teamwork skills, as well as considering others' views and learning together via different points of view.
Attached below is our RE Assembly rota for the year, showing which religious topics are explored over the year.
This year, we have reviewed our COLLECTIVE WORSHIP POLICY and have updated how we deliver Collective Worship across school. As a non-denominational school but one with plenty of children and families following diverse paths of faith, we wanted to ensure that all children were provided for and their needs were being addressed.
In this regard, we have renamed "Collective Worship" as "REFLECTION" and this takes place in all classes each Tuesday and Thursday in our Assembly timetabled slot between break and lunch. The class gathers together for an activity centred on reflection and this can be approached in a number of different ways, depending upon the year group, input from the children, current events and other special circumstances.
The activities are diverse, but can include:
* Meditation (eg: Zen Buddhist Zazen meditation worshops)
* Philosophy (also linked to ideas from the P4C: Philosophy 4 Children teaching sequence).
* Religious debate and discussion
* Circle Time
This is not meant to be an exhaustive list and class teachers are encouraged to develop new and varied approaches to Reflection, in keeping with the aims of the Collective Worship policy and developing an inclusive approach for all children; sharing good practice and supportive others as appropriate.
Our Assemblies have been going really well.
We've had lots of different teachers sharing stories and teaching about world religions. We have studied celebrations, special festivals, special people and teachers.
In our lead-up to Christmas, we welcomed in the Vicar to teach us about CHRISTINGLES:
1. The orange represents the world.
2. The red ribbon represents the sacrificial love of Jesus spreading all around the world.
3. The cocktail sticks represent the nails of the cross.
4. The sweet treats represent the gifts of the spirit.
5. The white central candle represents Jesus as the light of the world.
Over each Half Term, we will be focusing on a different major world religion and learning more about it:
* PLACES OF WORSHIP
* SPECIAL TEXTS
* SPECIAL PEOPLE
* RITES OF PASSAGE
and lots more. Our teachers will lead inspiring Assemblies and we will be observing special days of faith in school, such as learning more about Christmas, Eid, Passover and more.
SUMMER TERM is here at Featherbank.
We have a lot to be grateful for. Our families, our homes, the (slightly-improved!) weather and it is now light in the evenings!
RE at Featherbank continues to grow and develop.
The classes are learning more about different religions. Year 5 have moved from SIKHISM to CHRISTIANITY... and OLD NORSE!
We have also been very pleased to welcome back the OPEN THE BOOK Team, who are always brilliantly well-received and help us to bring faith learning alive through their wonderful efforts.
We are also celebrating the RE-linked activities and events going on in HORSFORTH at the moment.
There is an ART exhibition entitled CREATION: A CELEBRATION at the Grove Methodist Church from the 10th to the 31st of May, so to help immerse yourself in the artistic and creative nature of RE, please go and have a look!
Welcome to the new year at Featherbank and it is time to Come And See!
We pride ourselves on being very strongly committed to our British Values and a chief one amongst these is TOLERANCE. We have children in our school who follow a large variety of different religions - or none at all. Everyone here should feel welcome and supported, to learn more what people choose to believe in and to enrich their own world views.
We enjoy learning about different world religions - which artefacts are important in their worships, which teachings and values they adhere to and how they celebrate what is precious to them about their religion.
We will be exploring the six major world religions - CHRISTIANITY, ISLAM, BUDDHISM, JUDAISM, SIKHISM AND HINDUISM.
This year in RE at Featherbank, we have learned about what it means to live a life of faith.
We have looked at the six major world religions (Christianity, Islam, Judaism, Hinduism, Sikhism and Buddhism). We have explored artifacts, studied places of worship, asked the question: "Why do people make special journeys?", learned about special books of a faith (such as the Bible) and what they mean to people who follow that particular faith.
Asking the children what they like about RE, what they enjoy doing and what they would like to do more of, the number one answer was drama. They love the idea of being able to act out special stories, take part in hot-seating and role-play. They also like watching videos about special celebrations, they like being able to touch and explore special artifacts from different religions and they really, really like the idea of going on trips to special places of worship to see and learn for themselves what it is like to follow a life of faith.
It is particularly lovely when children are able to stand up in class (and assembly) and say what makes their faith special to them and how they celebrate it; as well as special events and celebrations that take place as part of their religion. The children are also always keen to share news of special religious family celebrations, such as weddings and baptisms.
Please keep encouraging your children to discuss their ideas about faith, to share your experiences of special family religious observances and to encourage children to develop their learning and understanding of their own developing faith choices!
Many thanks and best wishes,
Mr Prowse, RE Leader, June 2017
Here are some examples of work in class that the children have been doing this year in RE.
At Featherbank we follow the ‘Leeds Agreed syllabus for Religious Education’ which sets out a clear and relevant rationale for religious education and the contribution it makes to wider learning. The agreed syllabus embeds the knowledge, skills and understanding that actively promote truth, justice, respect and care. At Featherbank we recognise and celebrate the changing nature of the society in which we live, and the powerful influence that all religious and humanistic beliefs play in the local, regional, national and global community.
The RE curriculum at Featherbank encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.
Religious education encourages pupils to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community. Religious education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice.
As part of enriching pupils’ experiences, we encourage our learners to explore a broad world view of world religions, including (where appropriate) visits from religious speakers, religious assemblies and trips to places of worship, in order to immerse themselves in a variety of learning experiences and opportunities. Through reinforcing key ideas of tolerance, diversity and shared values, we help the children to see the similarities and differences between religions and help them to develop their critical thinking and analysis skills, in order to help them create a broad and balanced world view and develop their own religious identities, points of view, values and beliefs.
RE contributes to oracy and literacy through developing key discussion and analysis skills that challenge students to express their understanding, compare and contrast points of view and use evidence that they have studied to inform and enrich their understanding. A variety of different approaches (think-pair-share, research and analysis, discussion topic writing & extended writing) are used to develop and support learner’s oracy and literacy mastery.
RE makes a substantial contribution to pupils’ Social, Moral, Spiritual and Cultural Development (SMSC) by:
The subject links to PSHE education by reinforcing the key Values For Life (Friendship, Compassion, Forgiveness, Generosity, Perseverance, Justice, Truthfulness, Thankfulness, Respect, Trust, Peace, Service) that underpin different religious consciousness, community and shared faith. Children are encouraged to develop their approaches towards RE learning through cross-curricular lessons, assemblies, charity projects and additional extra-curricular activities to develop their role as responsible citizens.
RE supports our commitment to equality through promoting values of inclusion, tolerance, welcome, support and encouragement. Disadvantaged children are well-provided for across the curriculum and enabled to achieve. All children are made to feel welcome and valued in school and to have key ownership of their own learning; being able to contribute towards their own success and development and that of others.