As with all literacy based activities, support by the use of symbols can benefit all children.

• Symbol with word supports understanding of vocabulary because the graphic image is more easily remembered than the text equivalent
• Increases motivation to attend, listen and participate
• Supports development of oral and written language skills - particularly sequencing
• Promotes children's ability to visualise
• Reduces anxiety
• Allows all pupils to access the curriculum

 

SIP Resource Packs

YR-2  Noah
YR-6  Easter
YR-6  Saint Lucia
YR-6  Hanukkah
YR-6  Diwali

For a full list of symbol resource packs visit: www.widgit.com/resources

 

QCA Learning Objectives

Aims and purposes of RE

RE provides opportunities for children to:

• develop their knowledge and understanding of, and their ability to respond to, Christianity and the other principal religions represented in Great Britain;
• explore issues within and between faiths to help them understand and respect different religions, beliefs, values and traditions (including ethical life stories), and understand the influence of these on individuals, societies, communities and cultures;
• consider questions of meaning and purpose in life;
• learn about religious and ethical teaching, enabling them to make reasoned and informed judgements on religious and moral issues;
• develop their sense of identity and belonging, preparing them for life as citizens in a plural society;
• develop enquiry and response skills through the use of distinctive language, listening and empathy;
• reflect on, analyse and evaluate their beliefs, values and practices and communicate their responses.

RE does not seek to urge religious beliefs on children nor to compromise the integrity of their own beliefs by promoting one religion over another. It is not the same as collective worship, which has its own place within school life.


Content of RE at key stages 1 and 2

During RE in key stages 1 and 2 children acquire and apply knowledge and understanding of:

• Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism;
• how these religions influence individuals, communities, society and the world.

As well as learning about religions, children also develop their ability to respond to what they have learnt.

For more details: www.standards.dfes.gov.uk/schemes2/religion/