Aston Clinton School
Religious Education
'RE is like an Iceberg. As you unpack an idea, you come to understand deeper meaning'.
At Aston Clinton School, we believe that it is important for all our pupils to learn from and about religion, so that they can understand the world around them. The aim of Religious Education in our school is to help children to acquire and develop knowledge of Christianity and the other principal religions represented in Great Britain. We also focus on supporting the children’s spiritual development and ability to be empathetic towards others, along with critical thought. It plays an important role in promoting social awareness and understanding in our children. We encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences. We include and promote British values, ensuring that children are aware of their rights and responsibilities as UK citizens.
At Aston Clinton, we use a scheme of learning for our RE lessons called ‘Jigsaw RE’. Jigsaw RE takes a thoughtful and child-centric approach to RE, and every unit is built around a key ‘enquiry question’. We believe that through this enquiry-based model, children can develop their substantive knowledge of religion as well as their critical thinking skills. Jigsaw RE works because its focus is children and their personal and spiritual development along with clear subject knowledge supported with the necessary resources. This approach takes very seriously the philosophy that children are free to make their own choices and decisions concerning religion and belief. RE does not try to persuade but rather to inform and develop the skills with which evaluation can take place.
Christianity will be taught in every year group, with Christmas and Easter given new treatment each year, developing the learning in a progressive way. Hinduism, Islam, Judaism and Sikhism are also covered throughout the year groups. To find out which topics are covered, and when they are taught, please refer to the attached curriculum map. In KS1, each year group will focus on Christianity, and one other religion. In KS2, each year will focus on Christianity and 2 other religions.
The enquiry process follows a 4-step method.
The Key Question for each Enquiry is such that it demands an answer that weighs up ‘evidence’ and reaches a conclusion based on this. This necessitates children using their subject knowledge and applying it to the enquiry question, rather than this knowledge being an end in itself.
| Step 1 |
Engagement: Piece 1 |
The human experience underpinning the key question is explored here within the children’s own experience, whether that includes a worldview/religion or not. So for example, a human experience underpinning the question, ‘What is the best way for a Sikh to show commitment to God?’ is ‘commitment’, so piece 1 aims to help all children resonate with the experience of ‘commitment’ in their own lives. Relating to this human experience acts as a schema to then help them better understand the worldview being studied. |
| Step 2 |
Investigation: Pieces 2, 3 and 4 |
The teacher guides the children through the enquiry, children gaining subject knowledge carefully selected to assist their thinking about the key question. The plans for pieces 2,3, and 4 cover the necessary subject knowledge to answer the enquiry questions. This ensures that the acquisition of the factual information about the religion /belief system being studied is embedded and important, but can be applied critically so that it is not an end in itself. |
| Step 3 |
Evaluation: Piece 5 |
This piece draws together the children’s learning and their conclusions about the key question of that enquiry. There is an assessment opportunity included which gauges the children’s progress. The activity provides evidence in children’s books of their learning in each enquiry. |
| Step 4 |
Expression: Piece 6 |
Children are taken back to Step 1, their own experience, to reflect on how this enquiry might have influenced their own starting points and beliefs. There is often further evidence for their personal development (green strand) produced in this lesson. |
Throughout the lessons, we use ‘Pause Points’ and ‘Help Me Reflect’ sections. This helps the children relax and calm their minds, and allows them to bring their awareness/attention to the present moment.
Children need to develop the ability to be aware of their own thoughts and feelings. Not only does this help them develop their own personal spirituality, it also allows them the time to further embed their learning, and consider key teaching points. It can additionally lead to a greater empathy with, and understanding of, believers or followers of that worldview.
Pause points are included in every lesson, at points where we feel the children would benefit from a moment to consider something quietly. We also include “Help Me Reflect” at the end of every lesson to allow them to mentally answer a question or consider a scenario related to the learning. This ability to reflect on their learning further supports metacognitive strategies which are embedded throughout Jigsaw RE.
Children at Aston Clinton will leave with knowledge and understanding of religions from around the world. They will feel confident to ask questions and listen to what others have to say, supporting them in becoming respectful and positive members of society who show understanding and tolerance towards others regardless of their religious beliefs.
For more details about your child's learning, please use the following link to the year group learning pages.