Welcome to our RE page
Unfortunately we are experiencing a few technical issues with our website and in the 21.11.2020, all of our website evidence showcasing the quality of RE disappeared and was not available in archived files. This ie really disappointing as RE is such an important and integral aspect of our church school curriculum, vision and values.
Please bear with us as we aim to upload work from every year group.
Our advent gallery is showcased here. Take a look at the story of advent.
1BR made lamps to celebrate Diwali! We learnt all about the festival of light, and listened to the story of Rama and Sita. We then made lamps to light up our homes, and show that light will always shine over darkness!
Collective Worship - Ordinary Time
RE Theme Day - Autumn Term 2
For RE theme day the children were learning about special places. We started to day discussing their own special place. The children drew a picture of their special place and explained to an adult why this was special to them. We then looked at religious buildings and why these are special to some people. The children shared their own experiences of visiting a church or mosque or other temple of worship. After the children created beautiful stained glass windows using tissue paper.
How should we care for the world and others, and why does it matter?
Today for RE Theme Day we read the Good Samaritan and talked about how we can care for others. As a way of spreading love and kindness we created our own wellbeing cards to give to people in the community.
We also looked about how we can care for the environment. We read the story the Messy Magpie, where the magpie collects all the ‘treasures’ the humans leave, only it wasn’t treasure at all! We reused all our plastic bottles to make planters and planted bulbs.
We discussed the children’s prior knowledge of places of worship and then watched videos to discover more information about a church and a synagogue.
The children looked at pictures of objects you could find in a place of worship and matched them to the descriptions. As a class, we identified which could be found in a church and which could be found in a synagogue. We then considered the role that music played in places of worship and how music made us feel.
The children shared ideas about places that are special to them and explained why. Then we considered the difference between religious and non-religious special places. We then looked at how candles are used in places of worship and the children designed and made a candle.
On Re Theme Day, Y3 explored the question: What are the deeper meanings of festivals? We identified the main beliefs behind two festivals of light: Diwali and Candlemas. For Diwali, we watched the story of Rama and Sita and considered what the Hindu moral of the story might be and the link to the importance of light. We discovered how Diwali is celebrated and created our own Rangoli patterns which are used as symbols of welcome and good luck. We compared the beliefs, customs and traditions of Candlemas with those of Diwali and considered why some festivals are still worth celebrating today.
We experienced the Jewish festival of Hanukkah by playing games and learning about the food that is eaten, then compared this to the Sikh festival of Vaisakhi, which we learnt about by re-enacting the story of Vaisakhi through drama. We then looked at the similarities and differences between the two festivals and debated the question: Should everyone be allowed a day off work for their festival?
In Year 6, we discussed how we know what is right and wrong, good or bad and how we decide. We explored the meaning of words such as ethical, moral, consequences, choice, code, remorse and principles and discussed where people get their own sets of rules to live by. Then we explored both the Christian 10 Commandments and the Humanist Parody of the 10 Commandments, analysing their effect before writing our own based on the principles that guide us the most as a year group. We debated whether things such as greed, killing, cheating, lying, honesty, loving oneself, smoking, anger, competition and forgiveness are always wrong, never wrong or sometimes wrong. Then we tackled the question- why do people not always live up to the moral codes they claim to follow?
Here are our Year 6 Commandments.
15 Class Commandments after looking at the Christian 10 Commandments and the Humanist Commandments.
Be kind and keep others safe- don’t hurt others in any way.
Respect all humans no matter their race, gender, age, creed, identity, sexuality or status- don’t judge others.
Respect your elders as they gave you life and have wisdom to share with you.
Share your ideas, don’t force your beliefs on others. Keep your mind open to learn.
Always ask questions, challenge your understanding, don’t make presumptions about others.
Respect and love your family.
Set a good example to others and teach others what you know.
Be kind to our planet as we need it to survive and it is beautiful.
Respect all creatures and do them no harm as they have as much right to be here as us.
Don’t betray others and make others smile, keep your word.
Take pride in yourself and others and don’t encourage hate.
Help others where you can.
Treat others how you would like to treated- don’t forget to respect and love yourself.
Be true to yourself and don’t be conscious about your body.
Promote the greater good of humanity rather than being selfish.
RE Theme Day - Autumn Term 1
We have had a lovely RE day. We spoke about what makes them special and unique. We read Elmer and Guess how much I love you. The children spoke about the people who are special to them and drew pictures of the people they love. We had asked for photos to be sent of their families and them as babies. The children loved talking about their families and showing their photographs.
We spoke about christening and the children shared their own experiences. Some children had been to their siblings or family members christening.
Who am I, and what does it mean to belong?
Today for RE Theme day we looked at all the different ways we belong. This can be through the clubs we do, and our club badges that we wear that show our belonging. It can be through our religion and the symbols that represent us, or even our school jumper as we all belong to Sandal Castle Primary!
We also looked at our names. We looked at where they come from, if they have a meaning, and who gave us our names.
Our names belong to us
Who am I and What Does It Mean to Belong?
We discussed the concept of 'belonging' and shared ideas about what it means to belong and how it makes us feel when we belong to a group and feel part of something special. Children considered things that make them who they are and chose one thing to describe their special something that they are most proud of being at this moment in time. We talked about how people belong to different religious groups and that different religions have ceremonies to show they belong. We then compared Jewish and Christian weddings and the children enjoyed dressing up and role playing a wedding and talking about weddings they had attended.
On RE Theme Day, our question was: 'What will make our city a more respectful place?' We learnt about the different beliefs of those in our community and some of the main places of worship. We then considered how people could show their beliefs in the community. Finally, we created a Peace Charter for everyone living in Wakefield.
In Year 4, we considered the religious demographic of Yorkshire and discussed why it was a good thing to have such a diverse mix of religions in our community. We then evaluated the question 'why do we celebrate Christmas by putting up decorations in the city centre, but not do the same for other celebrations such as Eid or Hanukkah?' and analysed how we could benefit from celebrating festivals belonging to other religions and how we could show respect to other faiths during these times.
Following on from our study of spirituality in the Buddhist faith, children worked in pairs to produce an inspirational Sand Mandala. As a class, we decided that both the creation, and appreciation, of this piece of work touches our deepest thoughts and feelings and makes us feel calm, relaxed and peaceful.
We have been learning about what it means to be religious, atheist and agnostic in Britain today. We created ‘wordles’ to demonstrate our understanding and then decided whether certain concepts belonged only to religious or non religious people. Using a Venn Diagram we categorised empathy, happiness, money, prayer, holy books, community, justice, democracy and equality to decide if these are specific to only some groups of people.