Religious Education

Overall children will leave Foulds:

with a secure, age-appropriate understanding of a range of religious and non-religious worldviews (specifically the 6 key religions and humanism).
able to contemplate how we value others, the meaning we derive from our lives and the way we treat others.
with the ability to think critically, ask meaningful questions and express their own ideas with confidence and respect.
able to reflect thoughtfully on 6 ‘Big Questions’ and about meaning, identity, morality and belonging
able to make connections between beliefs, teachings and ways of living using subject specific vocabulary
showing respect and empathy towards people of different faiths and worldviews and an understanding of how different responses to the ‘Big Questions’ reflect a common human experience
able to understand how to speak up for their own views and views of others (whilst also understanding that in line with an appreciation of British values, they may occasionally need to challenge beliefs which might directly harm others).
with the ability to make reasoned personal judgements about religious and moral issues
with positive attitudes to living in a religiously diverse society and a willingness to include and respect people with different views from their own.
with an understanding and curiosity about how religious beliefs and traditions can influence people’s individual values and moral choices on a daily basis, as well as the impact this might have on communities at both a local and national level
with an understanding that religion is complex and ideas from the same religious traditions can be expressed and celebrated in many different ways (Theos approach)
with an appreciation of the benefit of always being open to new ideas and an acceptance that that our views can change over time
equipped with the curiosity, understanding and respect needed to navigate a diverse and changing world
Have a self-reflective approach which allows them to consider their individual perspectives on issues of religion and their own moral framework and value system.
with the skills and knowledge to help them feel more secure in their personal identities.

This will be developed through:

Foulds is currently introducing a new curriculum.
Each phase group studies the same ‘Big Question’ each term as part of a sequenced and progressive curriculum, allowing pupils to build knowledge over time. Learning is structured so that pupils revisit and deepen their understanding, making connections across units and year groups, using increasingly complex, subject specific language.
incorporating opportunities to make comparisons about how different religious and philosophical traditions respond to these ‘Big Questions’.
Ensuring that teaching is informed by the children’s starting points and regular opportunities to review the learning from previous years is an integral part of the planning process.
Planning takes account of pupil voice and reflects the beliefs of individual cohorts (using data from school surveys) and the beliefs profile of both Barnet and the UK as a whole.
Planning can be adapted to reflect the beliefs of individual year groups. This can be achieved with the use of artefacts from home, inviting family members or local speakers to share their personal experiences, by inviting local speakers and arranging school visits. (See speaker panel appendix.)
As the largest proportion of the school community present as either having another religion, no religion or elect not to specify, Foulds also helps children to build an ethical framework via a more general philosophical approach (P4C) and humanist ideas, especially during Year 5/6. We also reflect the National Curriculum requirement over 51% of RE instruction focuses on Christian traditions.
Planning has a heavy emphasis on the VAT approach (using vocabulary, artefacts and texts). We proactively look for opportunities for parents and pupils to share their beliefs and customs and organise visits to and from local faith leaders. In addition, Foulds Families, which represents all the different faith backgrounds observed by our cohort, organise an annual programme of activities celebrating key religious festivals throughout the school year.

Religious Education - the right to withdraw

Religion and belief have become more visible in public life in recent years, making it important that all pupils should have an opportunity to engage in RE. However, the parent of a pupil at a community, foundation or voluntary school may request that they be excused from all, or part, of the religious education (RE) provided.

Parents who wish to withdraw their children from RE should be aware of its aims and what is covered in the RE curriculum and that they are given the opportunity to discuss this if they wish. It should be made clear whether the withdrawal is from the whole RE curriculum or specific parts of it.

Important - limitations to withdraw:

If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching. A pupil may be required to sit in another area of the school, such as the corridor.
Whilst parents or carers have a right to withdraw children from RE, they should note that children may also encounter religions and beliefs and wider aspects of faith in other areas of the curriculum from which there is no right of withdrawal.
On occasion, spontaneous questions about religious matters are raised by pupils or issues related to religion arise in other curriculum subjects such as history or citizenship (PSHE) For example, schools promote community cohesion and help pupils to understand ideas about identity and diversity, feelings and emotions within both religious and non-religious contexts.

Managing the Right of Withdrawal:

If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching or to incur extra cost. Pupils will usually remain on school premises where it is feasible and appropriate.

If you wish to request for your child to be withdrawn from RE, please put your request in writing and you will be invited in for a meeting with someone from the Leadership Team.