Religion and Worldviews

Who is wise and understanding among you? Let them show it by their good life, by deeds done in the humility that comes from wisdom. James 3:13-18

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At Clifton-upon-Dunsmore Church of England Primary School, we are passionate about the fundamental importance of Religion and Worldviews both in the curriculum and in the lives of our children. Religion and Worldviews has a high profile within our school. Each year group engages with a minimum of a weekly one-hour Religion and Worldviews lesson.

Religion and Worldviews at Clifton

It is our intent that Religion and Worldviews enables our children to investigate and reflect on some of the most fundamental questions people can ask, whilst developing their knowledge and understanding of Christianity, other major world religions and non-religious views. We believe that our curriculum helps our children to gain a deep awareness and understanding of their own and others’ unique identities as they explore life’s big mysteries and consider the answers to ‘big questions’ that are presented through a wide variety of world religions and belief systems. With love and open minds, we will achieve such deep learning, which is the principal goal of our curriculum.

We have created a bespoke Religion and Worldviews curriculum which provides creative, challenging and thought-provoking education, where children can develop their knowledge, understanding and skills in this subject and are prepared for life in a modern, diverse Britain and plural world. Links with our Christian Values and support for pupil’s Spiritual, Moral, Social and Cultural Development are also intrinsic to our curriculum and have a significant impact on learners.

Our Religion and Worldviews curriculum is supported by two schemes. Teachers use the Coventry and Warwickshire Agreed Syllabus for Religious Education along with the National Society’s Understanding Christianity (Text Impact, Connections) Project. By carefully combining the two schemes, we can ensure a coherent and comprehensive curriculum with a clear outline of core learning ‘building blocks’. We can also provide high quality, engaging and inspiring learning experiences, which reflect both the Christian nature of our school and the range of backgrounds (religious and non-religious) of our families. Therefore, we can meet the needs of ALL of our children.

Our curriculum is constructed with understanding as the goal of knowledge, so that religious literacy (the knowledge of, and ability to understand, religion) is developed in line with the changing religious landscape. Our curriculum functions like a journey with multiple disciplines acting as navigational tools as knowledge and skills are acquired.

Theology: Beliefs about God, life, the world.
Philosophy: Ways of thinking about ourselves, our existence, the meaning of life and big questions.
Human and Social Sciences: Practices and ways of living.

Our curriculum embraces a worldviews approach.

A worldview is a person’s way of understanding, experiencing and responding to the world. It can be described as a philosophy of life or an approach to life. This includes how a person understands the nature of reality and their own place in the world. A person’s worldview is likely to influence and be influenced by their beliefs, values, behaviours, experiences, identities and commitments.

Units start locally and lead to understanding Religion and Worldviews nationally and globally.

Encounter and enquiry are two key drivers.

Encounter: With one’s own and other people’s worldviews, with people and their lived experience of religion, with sacred texts / artefacts, religious art and places of worship.

Enquiry: Through posing key questions, predicting, engaging with sources and people, interpreting data, and thinking critically.

Whenever possible, we have visitors from a range of religious and non-religious beliefs into school. Year groups also enjoy trips to different places of worship. By doing so, we enrich the children's learning, knowing that first hand experiences really do help to cement and develop their understanding of concepts and help them to make connections between religious and non-religious beliefs and how these are lived out through different communities. Fundraising for our chosen charity, ASHA, helps children appreciate the importance of putting beliefs into action.

Our curriculum ensures different types of knowledge are built upon.

Substantive knowledge: Knowledge about religious and non-religious traditions.

Disciplinary knowledge: Learning how to know about religion and non-religion through these disciplines: Theology, Philosophy, Human and Social Sciences.

Personal knowledge: Building awareness of one’s own pre-suppositions and values about the religious and non-religious traditions of study.

Skills are presented in various learning opportunities. Through investigating, reflecting, expressing, interpreting, empathising, applying, discerning, analysing, synthesising and evaluating, children are able to deepen their knowledge and understanding of Religion and Worldviews.

We ensure that disadvantaged children and children with SEND, acquire the knowledge and cultural capital they need to succeed in life. Our Religion and Worldviews curriculum is appropriately demanding. Within our Religion and Worldviews lessons, we cater to the subject strengths and learning style preferences of our children. Children have regular opportunities to extend and apply their English, Maths, Science, I.T., Geography and History skills. We work creatively, often using Art, Music and Drama as a way of exploring themes and key questions. Children work in a variety of ways and produce a variety of outcomes (intellectual, practical, personal and social).

Reflection time is built into lessons to develop the following key skills.

Reflectivity: Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it.

Reflexivity: The process of becoming self-aware, considering one’s own thoughts and actions in light of different contexts.

Positionality: Describes one’s identity, influences and potential biases, ones understanding of and outlook on the world.

Every lesson, we encourage independent, thoughtful and reflective practice upon a range of questions about spirituality and identity, morality, values and commitments. Children carefully consider their developing understanding of the world and become passionate about and learn to take responsibility for their place within their school, community, country and the wider world. They understand what it means to ‘Love your neighbour as yourself’ (Luke 10:27) but more importantly they learn to live by it, like Good Samaritans.

As a school, we enjoy three whole days for Religion and Worldviews each year (one in Autumn, one in Spring and one in Summer). Such special days enable us to focus on a religious concept or line of enquiry in greater depth and to develop our knowledge, understanding and skills in this area – both as children and teachers! These special days also help to unite the whole school through shared themes and content during the day and a closing assembly where successes can be celebrated.