At Newburn Manor, we recognise the importance of pupils’ all-round personal development and the leading role that RE plays in contributing to the spiritual, moral social and cultural elements in particular. We welcome and celebrate diversity and are sensitive to the home background of each child . We want all pupils feel and are included in our RE programme. We aim to provide a safe classroom environment where children feel they can be honest, debate topical controversial issues.
At Newburn Manor, we aim to
- enable each pupil to explore our shared human experience and the questions of meaning and purpose which arise from our experiences
- develop pupils’ knowledge and understanding of religious and secular beliefs through exploration of the beliefs and practices represented in Newcastle and Great Britain
- affirm each pupil in her/his own family tradition, religious or non-faith, and through that to promote awareness, respect and sensitivity for the traditions of other people provide opportunities for the cultivation of pupils’ spiritual, moral, social and cultural development.
- support pupils in reflecting and thinking about fundamental human beliefs and values so that they develop a personal framework by which they can live .
At Newburn Manor Primary, we follow the Newcastle LEA Agreed Syllabus for RE (2020;2025)
The children explore a range of themes and common beliefs upheld locally, nationally and internationally during weekly RE lessons. These include World faiths, Christianity, Judaism, Hinduism and Islam. We also look at secular world views including Humanism. Children are also given the opportunity to discuss issues with children in other year groups, with different backgrounds and points of view, during family assembly time.
Overview of Whole School Religions and World Views Studied.
Overview of Taught Units - Reception to Year 6
Units of Work - Planning
Progression of Skills
Vocabulary Progression from Foundation Stage to Key Stage 2
Our Religious Education Curriculum supports the Department of Education’s advice to schools, June 2015, regarding the Prevent Duty.
The guidance states that:
‘Schools can build pupils’ resilience to radicalisation by providing a safe environment for debating controversial issues and helping them to understand how they can influence and participate in decision-making. Schools are already expected to promote the spiritual, moral, social and cultural development of pupils and, within this, fundamental British values.’
‘Pupils are also taught about the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding.’