We follow the statutory requirements which were set up for all schools in the country. In practice we draw heavily upon the South Gloucestershire Agreed Syllabus “Mystery and Meaning”.
The aims of our policy are:
- to educate the whole child in the sense of their physical, emotional, spiritual, moral and cultural education
- to enable children to understand the nature of religion and what it would mean to take religion seriously through an understanding of explicit religious beliefs and practices and a reflection on spirituality (inner feelings, experiences, thoughts and curiosity)
The way this is actually done in school is through:
- making time for a worthwhile study of Religious Education in relation to the other subjects of the curriculum
- including Religious Education, where appropriate, within our topic cycle
- making specific provision for the study of religious festivals and areas of the syllabus not otherwise covered
- being aware of, and including for, the study of the other great religions apart from Christianity
The law states that there should be collective workshop held daily in some form and that it should be “wholly or mainly of a broadly Christian character”. The structure of the schools timetable and pattern of assemblies meets this need.
The Standing Advisory Committee for Religious Education (SACRE) states “Collective Worship should be a valid educational experience” which should include opportunities for children to express themselves through drama, music and meditation in worship thereby enabling them to understand that God is an active participator in their lives.
The schools aim is to provide such a variety of experience through the following approaches:
- teaching in whole school, zone and class groups e.g. assemblies
- linking religious themes to the school’s personal and social education programme
Opting Out Procedure
Should parents not wish their child to participate in this aspect of the curriculum, they should discuss the matter with the Headteacher in order that all the issues relating to “opting out” may be explored e.g. alternative supervision arrangements