Pelham Primary has no affiliation to a specific religion or religious denomination.  Religious Education is concerned primarily with the development of the whole person and his/her response to life as an individual in relation to others and the natural world.  The School believes this is best learned by example in the context of a caring atmosphere.

The traditions of this country make it appropriate that much of the teaching material be drawn from Christian sources but, in today’s world, the syllabus for religious education must rightly include a broader range of study.  Our intent for our pupils are therefore:

• To learn to respect themselves and others as people with their own opinions, rights and place in society;

• To form happy and stable relationships with adults and peers in order to experience trust, dependence, support and joy, which lie at the heart of religion;

• To develop a moral sense within themselves;

• To develop responsibilities towards the wider community.

Our aim is to create a community within the school where children know they are valued and where they can feel confident and secure to be able to grow and develop together.

Acts of Worship/Instruction

There is a daily collective Act of Worship and the religious education provided is based upon national school guidelines and Bexley Agreed Syllabus.

School assemblies are varied and will often include whole class presentations on religious/moral themes as well as being taken by visiting local clergy from nearby churches and other religious communities.  The Social and Emotional curriculum (SEAL) is delivered through topic themes applicable to the term.

Right to Withdraw

You have the right to withdraw your children from either of the aforementioned activities.  Should you exercise this right your children will engage in activities of a quiet reflective nature whilst the remainder of the school/class meets for their Act of Worship/Instruction.

Implementation

We are currently using the Discovery RE Scheme, which has been written in line with national expectations. This promotes and extends our children’s learning through the answering of BIG enquiry questions

There are four stages that the children go through: -

• Engagement – the children’s own human experiences are explored in relation to the enquiry question.
• Investigation – specific subject knowledge is taught relating to the BIG question.
• Evaluation – the children’s learning is drawn together and how this has helped them to answer the key enquiry question.
• Expression – the children reflect on how answering the question has influenced their own beliefs.