Learn from yesterday, seek today and aim for tomorrow
IMPORTANT: Please note that we are a nut-aware school. Nuts should not be brought into the building due to allergies.
Being a Philosopher at Cayton
At Cayton, we want children to develop an inquisitive and investigative mind where they ask questions about the meaning and significance of existence.
We believe that Religious Education:
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Allows our children to ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and value of religion.
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The children at Cayton will have a strong understanding of how the beliefs, values, practices and ways of life within any religion cohere together.
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Allows for exceptional independence; the ability to think for themselves and take the initiative in, for example, asking questions, carrying out investigations, evaluating ideas and working constructively with others.
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Significant levels of originality, imagination or creativity, which are shown in their responses to their learning in RE.
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The ability to link the study of religion and belief to personal reflections on meaning and purpose.
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A wide knowledge and deep understanding across a wide range of religions and beliefs.
The National Curriculum states that “Religious education is an essential part of education for students as it opens their minds to different beliefs and mindsets that different people and cultures have around the world. It's extremely important for students to understand that their world-view is one of many.
Learning about different religions can help students to find purpose within their own lives, and can provide the opportunity to explore different religions and find meaning in things that they may not have found meaning in before.”
Our curriculum reflects these beliefs and has been researched to ensure a deep and consistent pedagogy in the teaching of Religious Education. The curriculum has been designed to ensure children grow and understand their world around them.
“To me God is truth and Love, God is ethics and morality, God is fearlessness.” Mahatma Gandhi
Withdrawing children from the RE curriculum
Parents have the right to withdraw their children from RE lessons. This can be in part or in whole. Suitable arrangements will be established should a child be withdrawn from lessons. If you would like to withdraw your child from the RE curriculum, please make a general enquiry to the school office, who will direct your query to the relevant person.
The Learning Journey
Early Year
In Early Years, children will encounter Christianity and other faiths, as part of their growing sense of self, their own community and their place within it. They will encounter religions and world views through special people, books, times, places and objects and visiting places of worship. Observations are recorded through photos, QR codes, videos and recording of verbal responses.
Pupils listen to and respond to stories. Children are exposed to subject specific words and use all their senses to explore beliefs, practices and forms of expression. Within Early Years, pupils will ask questions and reflect on their own feelings and experiences. The pupils will use their imagination and curiosity to develop their wonder of the world in which they live.
Key Stage One
Through Key Stage 1, children to continue to develop their knowledge and understanding of religions and worldviews. The children recognise their local, national and global contexts. The children will raise questions and begin to express their own views and responses about different religions they study.
Through Key Stage 1, children are taught knowledge, skills and understanding through learning about Christians and Muslims. In Key Stage 1 children will explore 3 key questions which fall under the heading believing, expressing and Living. Within believing children will look at who is a Christian and what do they believe? Within expressing the children will consider how and why do we celebrate special and sacred times. Within living the children will consider what it means to belong to a faith community.
Lower Key Stage Two
Through Key Stage 2, children will continue to extend their knowledge and understanding of religions and world views. They will continue to develop their local, national and global contexts. The children are introduced to an extended range of sources and subjects specific vocabulary. Within Key Stage 2, the children are encouraged to be curious and ask increasingly challenging questions about religions, beliefs, values and human life. Throughout this key stage, children develop the skills to express their own ideas and response to materials, experiences, visits they encounter.
Through Lower Key Stage 2, children are taught knowledge, skills and understanding through learning about Christians and Muslims, Hindus and Jewish People. In lower Key Stage 2 children will continue to explore 3 key questions which fall under the heading believing, expressing and Living. Within believing children will consider why is the bible so important to Christians, the children will debate and discuss and QR codes will be used as evidence and sharing their ideas. The children will also consider why is Jesus inspiring to some people? Within expressing the children will explore why different religions pray? Finally within Living the children will look at what does it mean to be a Christian in Britain today?
Upper Key Stage Two
Through Upper Key Stage 2, children are taught knowledge, skills and understanding through learning about Christians and Muslims, Hindus and Jewish People. Children in Upper Key Stage 2 also continue to explore 3 key questions which fall under the heading believing, expressing and Living. Within believing the children will use debate and un-pick the questions such as why do some people think God exists? And what would Jesus do? Within expressing the children will explore themes and questions such as If God is everywhere, why go to a place of worship and is it better to express your beliefs in arts and architecture or in charity and generosity? Within Living the children will consider what does it mean to be a Muslim in Britain today? And what matters most to Christians and Humanists?
