Odd Sock Day for the Launch of Anti Bullying Week Monday 12th November
No description available

Welcome to our Religious Education Page

'The principal aim of RE is to enable pupils to hold balanced and informed conversations about religion and belief' - Diocesan Syllabus for Religious Education

Young children are naturally inquisitive and are fascinated by themselves, their families, other people and the wonders of the world. Religious Education (RE) enables children to investigate and reflect on some of the most fundamental questions asked by people. Through the teaching of RE at Sandal Castle VA Community Primary School, we develop the children’s knowledge and understanding of not only Christianity but also of other world religions. We encourage children to reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help the children learn from religions as well as about religions. Time is provided to enable pupils to reflect on Bible and moral stories and absorb their meaning. Prayers, stories, poetry and role play are used as a means of helping children to express and develop their personal beliefs.

6 Big Ideas to underpin an RE curriculum:

Barbara Wintersgill

  • Continuity, change and diversity.

Religion is all around us- they are all different but represent us and our cultural choices- buildings, festivals, people etc.

  • Words and beyond.

Exploring and explaining what is meant by religious action, behaviour and commitment- through words and creative expression.

  • A good life.

Religions offer their followers a vision of the good life, this includes sometimes, rules and principles for behaviour, ethics and visions of goodness.

  • Making sense of life’s experiences.

The experiences that lead to religiousness of spirituality can vary for everyone- they can be solitary, part of a community, but can hold a distinct power.

  • Influence, community, culture and power.

Religion visibly has power- over individuals, in communities, in national and cultural life, religious festivals etc. All these kinds of power might be questioned.

  • The big picture.

Religions often use narratives to express beliefs- and to express a view of the world and the place of humanity within it.

As of October 2017, we will be using the new Diocesan Syllabus for RE incorporating 'Understanding Christianity' as our chosen syllabus for delivering the RE curriculum. A staff CPD event took place on the 11th October to launch the new syllabus and the Understanding Christianity resources and a curriculum mapping exercise took place.

Attendance at the Diocesan CPD event focussing on the new syllabus took place in September. The 2 day Understanding Christianity CPD had already been attended. Understanding Christianity is based around a selection of core Christian concepts, seeking to raise the levels of pupil's religious literacy. It is structured to deepen pupils' understanding of the story of Christianity alongside key beliefs and practices. The resource has been created by Church of England Education Department advisers and members of the RE Today team.The new diocesan syllabus and Understanding Christianity complement each other in the teaching and learning of RE.

RE Curriculum Mapping

At Sandal Castle Primary we view Inclusion as :

·a sense of belonging

·feeling respected

·feeling valued for who you are

·feeling a level of supportive energy and commitment so that we can do our best.

These gifts underpin the inclusive curriculum we offer, linking directly with SMSC, RE, British Values, Christian Values and our commitment to the equality duty objectives.

Philosophy and Values

SMSC Policy

Religious Education: a key contributor but not the only vehicle for SMSC

At Sandal Castle Primary, RE supports the underpinning SMSC core of our curriculum by promoting:

Self-awareness: offering opportunities for pupils to reflect on their own views and how they have been formed, as well as the views of others

Curiosity: encouraging pupils’ capacity for critical questioning, such as by keeping big questions in a ‘question box’ or as part of a wall display, and allowing time and space where these questions can be addressed to show that they are important

Collaboration: utilising lesson techniques which engender group collaboration and communication such as Community of Enquiry/ P4C, circle time, debates, Socratic Circles or group investigations

Reflection: providing a space to reflect on pupils’ own values and views, as well as those of others, and to consider the impact of these values

Resilience: promoting a spirit of open enquiry into emotive or complicated questions, in order to learn how to cope with difficult ideas when they arise in the future

Response: exploring ways in which pupils can express their responses to demanding or controversial issues

Values: promoting an ethos of fairness and mutual respect in the classroom and compassion and generosity in pupils through exploring inspiring examples of these qualities in others

Appreciation: encouraging pupils’ ability to respond with wonder and excitement by exploring some of the marvels and mysteries of the natural world, of human ingenuity, and examples of the capacity of humans to love, create, organise and overcome adversity

Religious Education in Church of England Schools - A Statement of Entitlement

Statement of Entitlement

Church of England Vision for Education

Follow the Star, the Church's 2018 Christmas and Advent Campaign.

"For many of us, Christmas brings up so many emotions, memories and expectations. We have one nativity story, but it can seem like we all have very different Christmases.

"For you it might be a time of joy and togetherness. Or perhaps it’s all about planning and to-do lists. Many others can find it a sad and lonely time – nagged by the feeling that your Christmas is not like those ‘perfect’ ones we see in the media.

"But just like the unexpected assortment of people who were invited to meet the baby Jesus, #FollowTheStardoesn’t ask you to be perfect. It says: come just as you are to take the life-changing Christmas journey."

Archbishops Justin Welby & John Sentamu

#FollowTheStar: A journey through the 12 days of Christmas invites everyone to travel in the footsteps of the Wise Men to meet Jesus. Offering fourteen daily reflections – beginning on Christmas Eve and finishing on the Epiphany (6 January)

Advent Family Star Activities

Christmas Family Star Activities

Staff CPD

On Tuesday 2nd October, 5 members of staff attended a training day led by Kaushar Tai (Aksaa). The training focussed on an introduction to Islam and the Muslim Culture. The day began with an Ismamic Knowledge Quiz, followed by an information session on the background to Muslims in Britain. This was followed by a visit to the local Mosque where we had the opportunity to observe the Adhan (call to prayer) and the Zuhr (Afternoon) prayer. A number of topics were then discussed; status of women in Islam; Jihad, 5 Pillars of Islam, the Quran, features of the Mosque; minaret, dome, mihrab arch and qibla wall, minbar, ablution and madrassah.

RE THEME DAY - 28th September 2018

Year 2

Year 2's topic for R.E. Theme Day was; 'Who am I, and where do I belong?'. We talked about who we were, and what it was about us that made us unique. We shared our ideas in a class discussion before creating individual 'I am' plaques to be displayed in our classrooms. We then talked about what 'belonging' meant to us, and why we felt it was important to belong. We shared the groups and communities that we felt we were a part of, what why these were special to us. Finally, we talked about what made our class community special, and designed a class symbol for each Year 2 classroom, which we will make and display.

Year 3

For our first RE theme day of the term, we explored the important question 'What will make our city and village a more respectful place?'. First, the children considered what the word 'respect' means to them. They worked in discussion teams to place different scenarios on our 'Respect o'meter'- ranking them from the most respectful to the least respectful behaviours.

The children then considered what we should celebrate about Wakefield and how we might want to improve it. We linked this to our prior discussions about refugees and how someone might feel entering our community; imagining what Paddington the Bear would think about our community if he had travelled from Peru to Wakefield!

Finally, the children used their reflections to create an ideal respectful community, considering how we should behave in order to help make our city a more respectful place. Here are some of the ideas shared during our discussions:

"In a respectful community everybody is allowed in and there is no racism. It doesn't matter whether you're a girl or a boy or what colour your skin is."- Fiona

"Everyone has the right to feel happy. No-one should upset anyone else, they should just be friends."- Alysha

"We have the right to feel safe"- Lucy "so there should be lots of police men and fire men to look after us."- Dexter

Learning Journey

Year 4

In Year 4, our theme was "What will make our city a more respectful place?". We considered the different religions which make up the UK, and used philosophy to reflect on what a community is and what makes a community. We then placed a series of real life people, film and book characters on a community-o-meter to evaluate whether they would make a good or bad member of a community. We discussed what makes a respectful community and then designed our own respectful communities in teams.

Year 6

As part of our RE Theme Day, Y6 met with Rupert, our vicar, to discuss what it means to be religious in Britain today. The children were asked what they think it means to be religious, here are some of their responses:

  • It means to have faith in a religion (Inaaya).
  • It means to believe in peace and not war (DD).
  • It means to believe in the stories that make up the history of a religion (Thomas).
  • To serve others before ourselves.
  • To love and forgive.
  • True religion is to look after those who are lonely, hopeless and helpless.

Rupert then gave a speech about what Religion means to him including some of the following ideas:

The children were then asked if they had any questions for Rupert and we were really impressed by the depth and thought behind their ideas:

  • How does it feel to be religious?
  • Does God love people who don’t believe in him?
  • Why do miracles happen to non-religious people and not people who don’t always show their faith?
  • Did Mary and Joseph receive a miracle or a purpose?
  • Does God give us a bit extra because we can’t always get it right?
  • What does it take to be a good Christian?
  • Did God create all languages?
  • Does God have fun with us?
  • Why does he put faith in us?
  • How often should we pray?
  • Does God care for animals as much as humans?
  • Does God give everyone luck at some point?
  • Does God love people who do bad things?
  • How do we know what God wants?
  • How will we know if he changes his mind?
  • Does God have hope for us?
  • Is God pleased with us or is he cross?
  • Did God create dinosaurs?
  • Who does Jesus believe in?
  • Why did God create nature?
  • Were Adam and Eve religious?

As part of RE Theme Day year 6 discussed what it is like to agnostic or atheist in Britain today. We discussed how despite a lack of belief in or uncertainty around the existence of God, people can find meaning and deep happiness, spirituality, in other things. WE created characters to reflect our discussions.

RE Theme Day - 28th June 2018

In Year 5, we explored an important question:

Why is there suffering? Are there any solutions?

First, we went outside to use a philosophy game- a ‘sufferometer’ where we discussed the impact of certain issues affecting us and the world around us. We had to discuss having our X Boxes confiscated alongside animal cruelty and the refugee crisis and decide where to place them based on impact. We had lots of very mature discussions and then devised questions such as:

Why does God let suffering happen?

Can religion cause suffering?

How did Jesus advise us to deal with suffering?

Does God view all suffering as equal?

If we do something bad- will we be forgiven?

We had the opportunity to ask these questions to our local Vicar; Revd Rupert Martin and had wonderful, in depth discussions as a result.

We decided to spread small gestures of goodwill in our local community to make a difference rather than trying to change the world over night. We baked biscuits and visited our local elderly care home where we met with residents, spent time with them over a cuppa and a biscuit and then sang to them.

Year 4

Our RE Theme day today which was based upon the question: 'How do religions help people through good times and bad times?'

First of all, we analysed some common challenges which children might face and considered what advice we would give them. Then we considered how people with faith might use religion as a comfort, or prayer and stories from Holy Books to give them strength, support and advice in times of need.

We used our reading skills to analyse the Christian Serenity prayer and reflected upon how this may help someone in need. We considered the types of challenges people may have to face in their lives such as natural disasters, arguing, loneliness, war and illness. Using a venn diagram, we sorted these problems into those which may have a practical solution, those which religion can help to solve and those which could be solved in both ways.

Through Philosophy, we ranked challenges in order and justified our choices. We then discussed the question 'Are some people's problems bigger than others?'

Finally, to reach out to those who face challenges in our community, we made cards for the elderly to try and address the issue of loneliness and our teachers will deliver these to a local care home.

Year 3

In Year 3, we considered how faith helps people through good times and bad times. The children explored photographs depicting times of suffering (for example, two orphaned children living in a war town village) and times of happiness (for example, a family celebrating Eid) and considered the key question ‘How do you know God is there?’ Here are some of the fantastic, mature views our children shared:

“God is there because the boys still have each other and he is giving them the strength to survive everyday. God is looking over them and helping to keep them safe in a dangerous situation.” Harrisen

“Belief in God helps people to keep going in hard times likes this because they know God wants them to survive and he is looking after them.” Shyla

We then studied the poem ‘Footprints in the Sand’ and the children reflected on difficult times in their lives when there might have only been one set of footprints in the sand. We also celebrated the happy times when there would have been two sets of footprints. The children used these reflections to make a map of their own footprints in the sand.

Inclusion Quality Mark and Centre of Excellence - Awarded May 2018

Our report is a celebration of the inclusive culture of our school...

''The Headteacher has been at the school for 25 years. Staff turnover is low. The Vicar and his wife (who is a governor) have supported the community and the school for 25 years. This continuity seen in both school staff, and the links with the church means that levels of trust between families and the school are very high.''

''The school explicitly values diversity and considers the message of Christianity to be one of tolerance and inclusion. The Headteacher and the leadership team were very clear that these values should be lived and modelled .''

All Saints Partnership of Schools

Sandal Castle Primary works in partnership with 7 local Primary Church Schools. We work collaboratively monitoring teaching and learning via peer challenge events, engage in joint training and CPD opportunities, share experience and expertise of staff in leading network meetings each half term, undertake community events eg sporting events, all of which forms crucial aspects and evidence of our accountability process.

  • Sandal Castle VA Community Primary
  • St Mary's
  • St James
  • St Pauls
  • St Peters
  • Normanton All Saints
  • St John's
  • Southdale

IQM Quote taken from our report;

''The All Saints partnership of seven Church of England schools provides opportunities for the Headteachers to monitor other schools so provide some standardisation of monitoring process. Within this group, Sandal Castle is part of a triad of schools that has regular standardisation meetings so that teachers meet with their counterparts from the same year group in other schools and standardise pupil work. ''

RE and Pupil Voice

RE Pupil Voice

Our children love the learning and teaching opportunities offered within our RE curriculum. They have so many positive comments to share. In order to ensure our children have first hand experiences we link with the Interfaith Education Centre at Bradford.

The IEC has extensive experience in hosting educational visits to places of worship and supporting learning from and about religions and beliefs. This can be through a visit to a place of worship,a workshop or a lesson in your school or setting.

We have arranged visits to:

a Buddhist Centre
St Helen's Church
Gurdwara (Sikh)
Mandir (Hindu)
Masjid / Mosque

RE Theme Day - Spring Term 25.1.18

Year 1

Year 1 children visited St Helen's Church and had the opportunity to ask Revd Rupert Martin a range of questions.

Some questions Reverend Martin discussed with us were:

Why is it important to show respect for other people's sacred or precious belongings?

Why do people go to church?

What happens in a church?

How is a church different from a school?

The children took photographs of the main features and symbols and Rupert answered our questions and explained what happens in church. The children also did a lovely illustration and piece of writing about their own special place and reflected on why it is special to them.

Year 2

The year 2 theme was 'Sacred/Special Places'. We explored places that are special to us and sacred places for Christians and Muslims including artefacts and features of Churches and Mosques.

The photos show:-

Circle time - what place is special to me and why?

Umair, Mueez, Zunaira, Ameera sharing a song from Mosque.

Mueez showing and explaining clothing and workbooks from Mosque school

Identifying and sorting artefacts from Mosques/Churches

Creating our own Stained Glass window artwork depicting our 'special places'.

Researching churches/mosques through books/virtual tours online.

Children reading Arabic script.

Year 3

In year 3 the children also explored the theme of, 'What are the deeper meanings of festivals?' Linking to their Hinduism topic, they decided to experience Diwali and learn about how and why Hindus celebrate this festival. They listened to the story of Rama and Sita and discussed why retelling this story is an important part of Diwali. The children then worked in groups to retell the story using shadow puppets. We also experienced other traditions, such as traditional Indian dancing, making diyas and creating mandalas using rangoli patterns.

Year 4

In year 4 the children have been considering the question: What are the deeper meanings of festivals?

To do this they have:

  • learnt the story of Moses and the Isralites escape from slavery in Egypt.
  • taken part in a philosophy session discussing 'Can we ever truly be free?'
  • eaten a Jewish Seder meal.
  • learnt about the festival Yom Kippur
  • written prayers of forgiveness to create a class forgiveness chain.
  • created Yom Kippur greetings cards.

This is the link to the story they watched and discussed https://www.bbc.co.uk/education/clips/zg6j3k7

Year 5

Theme: Good, Bad, Wrong, Right- how do we decide? How can prophecy support us?

  • To explain the role of prophets in helping people come back to the word of the Lord.
  • To define the role of a prophet as someone who speaks truth to power and is believed to be a mouthpiece of God or goodness.
  • To offer a view as to whether the modern world needs prophets.
  • To discuss what a modern day prophet would do and say, with examples, evidence and argument.
  • To decide whether Martin Luther King was a prophet of his time and to evaluate the impact of his role.
  • To use Martin Luther King’s words and message to create a piece of artwork depicting his important contributions to change.

RE Theme Day Word Cloud