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RE at Sea View

The importance of RE

Religion and beliefs inform our values and are reflected in what we say and how we behave. RE is an important subject in itself, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society. Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and worldviews that offer answers to questions such as these. RE also contributes to pupils’ personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society. RE can also make important contributions to other parts of the school curriculum such as citizenship, personal, social, health and economic education (PSHE education), the humanities, education for sustainable development and others. It offers opportunities for personal reflection and spiritual development, deepening the understanding of the significance of religion in the lives of others – individually, communally and cross-culturally.

Nursery

Talking about signs and symbols of Spring and Easter

Observational painting of Spring flowers

Learning about St Patrick

We talked about what makes us special and what makes us feel happy. We used yellow paint to represent the feeling happy.

Christmas

Celebrations We celebrated Diwali. How families prepare and celebrate Diwali.

We celebrated Chinese New Year. We talked about the preparations and the celebrations and listened and retold the story.

Reception

We found out all about the lifecycle of a frog. We put the different stages in the correct order. We added labels to describe each stage. We learnt that in the frog life cycle, they start out as egg spawn. They then hatch into tadpoles. Next, they start growing legs, lose their tails and turn into a froglet. In the final stage they lose their tail and are then considered a frog.

We looked at a range of animals and sorted them into the adult animals and the baby animals. We also recalled the names of the baby animals and searched on the Internet for those which we were unsure of.

We have been learning about symbols of Easter.

Year One

We have been learning about Christianity. Does God want Christians to look after the world?

Year Two

Christianity:

We have been exploring the importance of Easter to Christians.  We have learned about why Jesus' death is so important to Christian people and how they remember and celebrate resurrection.

 

We made and decorated our own hot cross buns.  The cross symbolises Jesus' death.  

Islam:

We explored the importance of prayer in Islam.  We learned about the types of prayers Muslims must do each day to show respect to Allah (God).  We researched the symbolic importance of the prayer mat and designed our own.

We thought about the commitment that Muslims make to Islam and their prayer rituals.  We made a small commitment for a week to exercise 5 times a day (the number of times a Muslim adult must pray) whenever we heard the bell.  At first it was fun but we soon realised it could be quite inconvenient, especially when we were in the middle of a lesson or at lunch!  It made us think about how difficult it must be to make such a big commitment everyday.  

Year Three

To understand the significance of The Last Supper has for Christians

The children have learning all about Easter and its true meaning for Christians.  We re-enacted The Last Supper and the children shared some bread and wine (blackcurrant juice!).  We discussed what Jesus and his Disciples shared during The Last Supper and their emotions during Holy Week. 

Hindu ceremonies and rituals

We learned all about the celebration of Divali.  We decorated Indian elephants, designed and made our own Rangoli patters, designed Divali cards, made our own chapattis and had a Hindu feast of curry, rice and chapattis.  We also took part in a dance drama re-enacting the story of Rama and Sita, we had a lot of fun.

We also learned all about the ritual of Puja, we made a shrine in our classroom and put out a Puja tray and made offerings to the Hindu Gods.

Year Four

In the Autumn and Spring terms we have been exploring  Buddhism through the questions:

"Is it possible for everyone to be happy?" and " Could the Buddha's teachings make the world a better place?" 

 

We have also been exploring Christianity through the questions, " Is forgiveness possible for Christians?" and " What is the most significant part of the Nativity story for Christians today?" 

Year Five

Sikhism.

In the Autumn Term we explored the question. "How does a Sikh shows a commitment to God?" We studied the importance of the Gudwara and the Langar, the importance of the 5K's,the importance of prayer and the significance of Sikh weddings and the Baisakhi. 

We then used our Knowledge to offer advice to Arjan who wanted to be a footballer and a good Sikh.

Hinduism.

We have enjoyed exploring the different aspects of Hinduism in the Spring Term, in which we have explored the question, "What helps a Hindu to live a good life and show true commitment to their faith?"

We have studied home shrines, the importance of prayer, Gods and Goddesses and the importance of Hindu symbols.

Year Six

How do Muslims show commitment to God? 

Salat -  The Ritual of Pray 

Zakah - Charity in Islam 

Hajj - Pilgrimage to Mecca

Attendance

  • Reception 90.44
  • Year 1 96.44
  • Year 2 93.88
  • Year 3 94.79
  • Year 4 93.75
  • Year 5 93.75
  • Year 6 92.36
  • Whole School:

    0

Contact Us

Sea View Primary, Horsley Hill Community Campus,

Norham Avenue North, South Shields, Tyne and Wear, NE34 7TD

Telephone: 01914274343

E-mail: info@seaview.s-tyneside.sch.uk

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