‘Together we grow: Together we give’. Ezekiel 47:2
We are a school community and we are a family. We learn together, we support each other, we give our time, our kindness, our love and our compassion to those around us in our school and wider community. We help each other to be ourselves and to be proud of it and to grow in to the unique individuals we are, and as a result, we grow into the respectful and accepting community we all value so much- we are there for each other on each step of our journey.
Welcome to our Religion and Worldviews page
Religion and Worldviews
Commission on Religious Education: A Case for Change
The study of religious and non-religious worldviews is a core component of a rounded academic education. This has long been recognised as essential in Britain. Indeed, one could argue that it is more important now than ever. Young people today are growing up in a world where there is increasing awareness of the diversity of religious and non-religious worldviews, and they will need to live and work well with people with very different worldviews from themselves. This report reaffirms the central importance of learning about religious and non-religious worldviews for all pupils, regardless of their background, personal beliefs or the type of school they attend. Knowledge of religious and non-religious worldviews is an essential part of all young people’s entitlement to education.
WHAT IS A WORLDVIEW?
A worldview is a person’s way of understanding, experiencing and responding to the world. It can be described as a philosophy of life or an approach to life. This includes how a person understands the nature of reality and their own place in the world. A person’s worldview is likely to influence and be influenced by their beliefs, values, behaviours, experiences, identities and commitments. The term ‘institutional worldview’ can be used to describe organised worldviews shared among particular groups and sometimes embedded in institutions. These include religions as well as non-religious worldviews such as Humanism, Secularism or Atheism.
Sandal Castle Religion and Worldviews Statement
As a Church of England school, our Religion and Worldviews curriculum plays a critical role in supporting our children's exploration of religious beliefs and practices. As a VA school, we follow the Leeds and York Diocesan Syllabus for Religious Education alongside Understanding Christianity. The resource, ‘Understanding Christianity’ ensures that Christian beliefs are explored in depth and the content depicted within learning journeys from Foundation Stage to Year 6 ensure knowledge and skills are built upon in a progressive and systematic manner.
The Religion and Worldviews curriculum at Sandal provides children with the opportunity to learn about, and experience, a range of world faiths and beliefs. Islam, Judaism, Hinduism, Sikhism, Buddhism and Humanism are studied via thematic units of work which ensures that children are exposed to religions as well as non-religious beliefs and cultures which are discussed, compared and reflected upon deeply.
Offering a curriculum entitlement where studying religious and non-religious worldviews gives our children the opportunity to develop their knowledge, understanding and motivation needed to engage with important aspects of human experience including the religious, spiritual, cultural and moral is vital. Our creative approach to curriculum design and delivery ensures that connections and cohesive links are made.
Our curriculum equally celebrates the teaching of the arts, music, drama, poetry, literature, alongside core subjects. Every aspect of our curriculum is underpinned by the use of effective and pertinent questioning; use of Blooms, P4C and provocative Big Questions, all of which encourage the voice of the child to be heard and valued in a safe, secure environment where concepts are discussed openly with sensitivity and respect.
Lockdown during Spring 1 and Spring 2 affected how we delivered our curriculum and our daily collective worship. Although the majority of children have been working from home, the daily communication via purple mash, tapestry and phone calls with both children and families, evidenced that our remote education collective worship plans and our creative approach to collective worship were a success. See our ' Celebrating our Remote Education Curriculum page.
This week in Collective Worship, we have explored the symbolism of candles and talked about how Christians believe that the light of a candle represents the light that Jesus brought to the world when he was born on Christmas Day. Here are some pictures of our own candles- we used the colour purple to represent the liturgical colour of Advent and talked about what the light of a candle means in our own lives.
Every child made a Christingle during our Christingle week where we looked at the history behind them and what each part represents. Each class held their own Christingle Service.
The children have been learning the meaning of 'Advent'. They learned that it is a time for Christians to prepare for the birth of Jesus. It is a countdown to Christmas Day, lasting 4 weeks. The children found out that it is celebrated by churches placing an Advent wreath up; with 4 candles in the middle. These candles represent: peace, hope, love and joy. It is also celebrated by making Christingles and opening Advent calendars.
We spent time thinking about symbols that
are all around us e.g. Mcdonalds 'M', the Nike tick etc. that we recognise as
symbolising well known things. We explored Christian symbols such as the cross,
candles, the fish. We then looked at Christingles, the history behind them and
what each separate part represents. We completed activities to help us
consolidate our learning. Once we had all assembled our Christingles, we held a
short celebration service where we held our Christingles to represent Jesus as
the Light of the World and sang 'This Little Light of Mine' and listened to
'Shine, Jesus, Shine'. We listened to a short bible story and said a prayer.
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.