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RE

The contribution of Religious Education to the school curriculum.


Religious Education supports the overarching aims of the whole school curriculum which are set out in statute.

This includes:

(Extract from the Education reform Act 1988 section 2)

(2) The curriculum for a maintained school satisfies the requirements of this section if it is a balanced and broadly based curriculum which:

1. Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; and 

2. Prepares such pupils for the opportunities, responsibilities, and experiences of adult life.

Entitlement/Legal requirement


There is a statutory requirement laid upon schools to provide a basic curriculum. This consists of the national curriculum and the locally agreed syllabus of Religious Education. The statutory requirement entitles all pupils in Birmingham,irrespective of social background, culture, race, religion, gender or differences in ability or disabilities, to a programme of teaching and learning in religious education.

 

 

 

The Specific Aims of Religious Education.

 

Religious Education aims at spiritual, moral, cultural, mental and physical development and prepares pupils for a future in society by:

1. Learning from faith.

2. Learning about religious traditions.

A. Pupils.

In order to develop the whole child as a spiritual, moral, social and cultured being, the pupils needs:

  • to be challenged intellectually.
  • to have their feelings deepened.
  • to be encouraged to act responsibly.
  • to be encouraged to act responsibly.
  • to acquire relevant skills.

​all in ways that are 

  • socially constructive.

B. Society.

In order to develop and build society, the Religious Education curriculum requires an approach in which teachers, pupils and school communities are:

  • working in partnership with parents, faith communities and the wider society. 
  • being responsive to the values, freedoms and creative needs of people living in Birmingham and elsewhere.
  • cultivating social cohension and solidarity and creating social capital in the City.
The aims of this syllabus are to be pursued by working towards two attainment targets, which require the development of pupil dispositions, using and deploying the resources found within Christianity and the traditions of other religions. It is intended that by these means children will be prepared to live and flourish and work in a global community and that Birmingham will become as enriched and more harmonious society.

Year 1

Term

Disposition (a)

(b)

Autumn 1

Cultivating Inclusion Identity and Belonging

Being Thankful (Harvest)

Autumn 2

Being Modest and Listening to Others

Expressing Joy (compulsory)

Spring 1

Being Fair and Just  

Being Accountable and Living with Integrity. (substitute Hindu/Sikh story for Noah)

Spring 2

Being Courageous and Confident  

Being Loyal

Summer 1

Remembering

Hopeful and Visionary

Summer 2

Being Curious and Valuing Knowledge  

Being Open Honest and Truthful

Year 2

Term

Disposition (a)

 (b)

Autumn 1

Living By Rules

Being Temperate and Exercising Self Discipline and Cultivating Serene Contentment

Autumn 2

Being Regardful of Suffering

Sharing and Being Generous (compulsory)

Spring 1

Creating Unity and Harmony

Participating and Willing to Lead   (replace lessons 2 and 3 with Sikhism in the community)

Spring 2

Caring for Others Animals and the Environment 

Being Merciful and Forgiving

 (Easter – compulsory)

Summer 1

Being Silent and Attentive to Cultivating a Sense for the Sacred and Transcendent

Being Reflective and Self Critical 

Summer 2

Being Imaginative and Explorative  

Appreciating Beauty

Year 3

Term

Disposition (a)

(b)

Autumn 1

Sharing and Being Generous

Caring for Others Animals and the Environment

Autumn 2

Creating Unity and Harmony

Participating and Willing to Lead  (Compulsory)

Spring 1

Being Fair and Just

Being Accountable and Living with Integrity

Spring 2

Remembering Roots

Being Loyal and Steadfast

(Easter – compulsory)

Summer 1

Open Honest and Truthful 

Being Silent and Attentive to Cultivating a Sense for the Sacred and Transcendent (Replace lessons 2 and 3 with Sikh/Hindu teaching)

Summer 2

Courageous and Confident

Hopeful and Visionary

Year 4

Term

Disposition (a)

(b)

Autumn 1

Expressing Joy

Being Thankful

Autumn 2

Being Reflective and Self Critical

Being Curious and Valuing Knowledge

Spring 1

Being Modest and Listening to Others

Cultivating Inclusion Identity and Belonging

Spring 2

Being Merciful and Forgiving

(Easter - compulsory)

Being Regardful of Suffering

Summer 1

Living by Rules

Being Temperate and Exercising Self-Discipline and Cultivating Serene Contentment

Summer 2

 Imaginative and Explorative/Appreciating Beauty

 

Year 5

Term

Disposition (a)

(b)

Autumn 1

Caring for Others animals and the Environment/Being Accountable and Living with Integrity

Sharing and Being Generous

Autumn 2

Being Loyal and Steadfast

Being Hopeful and Visionary

Spring 1

Being Open Honest and Truthful

(consider changing to Sikh/Hindu focus)

Being Silent and Attentive to and Cultivating a Sense for the Sacred and Transcendent

Spring 2

Participating and Willing to Lead

Being Modest and Listening to Others

Summer 1

Being Temperate

Accountable and Living with Integrity

Summer 2

Being Thankful 

Imaginative and Explorative

Year 6

Term

Disposition (a)

(b)

Autumn 1

Living By Rules

Being Fair and Just

Autumn 2

Creating Unity and Harmony

Cultivating Inclusion Identity and Belonging

Spring 1

Remembering Roots

Being Courageous and Confident

Spring 2

Being Regardful of Suffering/ Being Merciful and Forgiving

Summer 1

Expressing Joy

Appreciating Beauty

Summer 2

Being Curious and Valuing Knowledge

Being Reflective and Self Critical

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