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Collective Worship and RE Statement

                              Collective Worship

The DfE circular 1/94  guidance on collective worship explains ... that collective worship in schools without a designated religious character will be "wholly or mainly of a broadly Christian nature".

At Lyndhurst Infant School children participate in Collective Worship every day. This takes different forms – class times, year group times, whole school. This mostly takes place in the hall but some Collective Worship takes place in classrooms. Our Collective Worship centres round our school values and is ‘broadly Christian’. All children are encouraged to reflect and be still during this time. World religions and beliefs are explored and we celebrate festivals and special occasions from both Britain and around the world.

Visitors are often invited to lead Collective Worship. Children are encouraged to reflect on the stories that they are told. Staff and visitors explain beliefs by using specific language such as ‘Christians believe...’, ‘In my religion I believe...’

Lyndhurst Infant school has a school prayer/reflection statement. This has been written to go alongside our school song. The purpose of this is so that the children feel they ‘belong’ and can collectively celebrate. Both the song and the reflection statement can be found on our website.

Reception children will attend Collective Worship when they are confident to do so. They will experience class assemblies and year group sessions to begin with.

Parent/carers may withdraw their child from Collective Worship. Please put this request in writing to the Head Teacher.

A typical weekly Collective Worship timetable may look like this:

 

Monday

Tuesday

Wednesday

Thursday

Friday

Whole school

Values

Whole School

Christian

Values

And Class led

Key Stage/Class

Choral Worship and Values

 

 

 

Key Stage/Class

Worship and Values

 

Whole School

Community and Celebration

 

The Teaching of RE

‘Although there is not a National Curriculum for RE, all maintained schools must follow the National Curriculum requirements to teach a broad and balanced curriculum, which includes RE. All maintained schools therefore have a statutory duty to teach RE.’((National Curriculum in England: Framework Document, DfE, September 2013, p.4)

The RE curriculum is determined by the local Standing Advisory Council on Religious Education (SACRE), which is responsible for producing the locally agreed syllabus for RE. Agreed Syllabuses used in schools (maintained or academy), which are not designated with a religious character must ‘reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain’. Schools with a religious designation may prioritise one religion in their RE curriculum, but all schools must recognise diverse religions and systems of belief in the UK both locally and nationally.

RE is provided for all pupils, and is inclusive and broad minded. Parents do have the right to withdraw pupils from RE: if you wish to do this, make an appointment with the Head Teacher. The school does not support selective withdrawal from RE.

  • Religious education encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.
  • At Lyndhurst we believe that teaching religious education can encourage pupils to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community. Religious education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice.

We follow the West Sussex Agreed Syllabus for RE:

EARLY YEARS AND FOUNDATION STAGE

The Early Years and Foundation stage describes the phase of a child’s education from birth to the end of reception. Religious education is statutory for all registered pupils on the school roll.

During the early years and foundation stage children begin to explore the world of religion in terms of special people, books, times, places and objects, and visiting places of worship. Children listen to and talk about stories. They are introduced to specialist words and use their senses in exploring religious beliefs, practices and forms of expression. They should be encouraged to reflect upon their own feelings and experiences in talk and by sharing experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.

KEY STAGE 1 (year 1 and 2)

Learning about religion:

1. Pupils should be taught to:

a. explore a range of religious stories and sacred writings, and talk about their meanings;

b. name and explore a range of celebrations, worship and rituals in religion, noting both similarities where appropriate;

c. identify the importance, for some people, of belonging to a religion and recognise the difference this makes to their lives;

d. explore how religious beliefs and ideas can be expressed through the creative and expressive arts and communicate their responses

e. identify and suggest meanings for religious symbols and begin to use a range of religious words

 

Learning from religion:  Pupils should be taught to:

reflect upon and consider religious and spiritual feelings, experiences and concepts, for example worship, wonder, praise, thanks, concern, joy and sadness;

ask and respond imaginatively to puzzling questions, communicating their ideas;

identify what matters to them and others, including those with religious commitments, and communicate their responses;

recognise how religious teachings and ideas about values, particularly those concerned with right and wrong, justice and injustice, make a difference to individuals, families and the local community.

BREADTH OF STUDY

During the key stage, pupils should be taught the Knowledge, skills and understanding through the following areas of study:

Religions and beliefs:

a. Christianity

b. at least one other principal religion

And where appropriate:

c. a religious community with a significant local presence*

d. a secular world view

e. believing: what people believe about God, humanity and the natural world

f. story: how and why some stories are sacred and important in religion

g. celebrations: how and why celebrations are important in religion

h. symbols: how and why symbols express religious meaning

i. leaders and teachers: figures who have an influence on others locally, nationally and globally in religion

j. belonging: where and how people belong and why belonging is important

k. myself: who I am and my uniqueness as a person in a family and community

l. visiting places of worship and focusing on symbols and feelings

m. listening and responding to visitors from local faith communities

n. using their senses and having times of quiet reflection

o. using art and design, music, dance and drama to develop their creative talents and imagination

p. sharing their own beliefs, ideas and values and talking about their feelings and experiences