Religious Education and Christian Values
- Wisdom, knowledge and skills;
- Hope and aspiration;
- Community and living together well and
- Dignity and respect.
All year groups throughout school then explored the 'big questions' in relation to each Christian Value and linked each value to a Bible story and a quote from the Bible. Thus ensuring each value is 'grounded in a clear theology, firmly rooted in a Christian narrative' (SIAMS 2018).
With KS2, we then explored how each Christian Value related to our social, moral, spiritual and cultural development. A booklet with all of these developments can be found on our prayer table in the main entrance.
2017- 2018 : love, friendship, forgiveness, respect, community and perseverance.
2018- 2019: love, forgiveness, friendship, trust, compassion and trust.
We have also included Home School Values, which are attached at the bottom of the page. One value will be sent out each half term and pupils can complete the activities with their parents.
Please follow the link to find out more about Christian Values:
Religious Education Curriculum
At Warkworth C of E Primary we use a combination of the syllabus from Diocese of Newcastle and Durham and Understanding Christianity.
Aims of Understanding Christianity
- To enable pupils to know about and understand Christianity as a living world faith, by exploring core theological concepts.
- To enable pupils to develop knowledge and skills in making sense of biblical texts and understanding their impact in the lives of Christians.
- To develop pupils' abilities to connect, critically reflect upon, evaluate and apply their learning to their own growing understanding of religion and belief (particularly Christianity), of themselves, the world and human experience.
Understanding Spirituality at Warkworth Church of England Primary School
At Warkworth C of E Primary school we believe that spiritual development is not necessarily or exclusively religious but is the development of children’s mind, body and spirit. ‘Spirituality is generally viewed as enriching individuals in their understanding of and ability to relate to, others and as a society as whole (SCAA 96).
We believe it should focus on the following area:
Spiritual learners become increasingly aware of the concept of self – the inner person and the way that this shapes an individual’s perception of themselves as a unique human being. Spiritual learners reflect on the relationship that they have with their sense of being a unique person.
Spiritual learners become increasingly aware of the concept of others – a growing empathy, concern and compassion for how to treat others. Spiritual learners reflect on how their values and principles affect their relationships with others.
The world and beauty
Spiritual learners become increasingly aware of the concept of a physical and creative world – a growing relationship with beauty through the ability to respond emotionally to experiences of the wonder of the natural world and the results of human creativity. Spiritual learners explore their understanding beauty and the affect this has on their perception of and relationship with the world.
Spiritual learners become increasingly aware of the concept of the beyond – a growing relationship with the transcendental and the ability to explore experiences beyond the everyday. Spiritual learners search for meaning in their very existence and their place in the greater scheme of things.
The Doughnut represents the Whole Child. The outer ring is the tangible (Mind and Body), the hole represents the intangible (Spirit) but if there was no hole it wouldn’t be a doughnut. This remains perhaps the best definition of spiritual development; it is the exploration and development of that hole in our centre that makes us whole.
Our vision as a Church of England school focuses on the holistic development of each and every child of God; enabling all pupils to flourish and reach their God given potential. Therefore, we have adopted an approach from the work of Liz Mills and the ‘Spiritual Ring Doughnut’.
The doughnut represents the whole child. The outer ring is the mind and body and the hole represents the intangible spirit. But, if there was no hole it wouldn’t be a doughnut. We believe this provides our pupils a clear understanding and appreciation of what spirituality is; it is the exploration and development of that hole in our centre that makes us whole.
We have also adopted David Smith’s approach across the whole curriculum and actively provide opportunities for our children to reflect, think deeply, fully appreciate the world around them and be agents of change in their school, the community and as global citizens. Each topic covered in school always begins with the children’s ‘big questions’ and then we use the doors, window and mirrors approach.
Doors, window and mirrors
Windows: Opportunities to look out on the world to gaze and wonder: to discuss the wow moments and the things we find amazing.
Encounter: The learning about life
Mirrors: Providing pupils the opportunities to reflect, to look inward to consider some of the big questions of life: To explore their own insights and those of others.
Reflection: The learning from.
Doors: Giving opportunities to children to respond, to do something to go through the door of a creative expression of their own thoughts and convictions.
Transformation/ Courageous advocacy: The learning to live by putting into action what they believe.
Please follow the links below to find out more about our RE curriculum:
A copy of our planning for RE can be found at the bottom of the page.
We thought about different words we say... sorry, thankyou, please... we thought about which of these words may be the hardest to say.
We celebrated Remembrance Day together. After the children had painted their 'poppy' stones, we held our worship in the Forever Friendly garden.
We thought about what the poppies represented and the many brave women and men who have fought, and those who are still fighting today.
We held our stones to help us think whilst we had a one minute silence. We then said a prayer before laying our stones around the base of the cross.
Christmas – 2017
The children practised and performed Nativity Plays. Parents, grandparents and friends were invited to come along.
Through the experience the children learned about the very first Christmas and how Christmas is celebrated and remembered now.
The nativity play by the children in Key Stages 1 and 2 was called “Baubles” and was held in St. Lawrence’s Church, Warkworth.
The nativity play by the children in The Early Years was called “Whoopsa Daisy Angel” and was held in the school hall.
January - Thankfulness - The Story of the Exodus – Moses leading God’s People into Freedom - led by visitor Sally Milner. We all joined in with the welcome response at the beginning. We thought about things we were thankful for. Sally then told us a story about a man who had just been released from prison and was returning home. We then had the opportunity to reflect ….What would the man be most looking forward to? Sally then told the bible story of when God told Moses to take his people into freedom….we thought about what the people may have been thankful for. Personal reflection ….we then drew/wrote something on a post-it which we were personally thankful for. These were to be added to the school “Thankful Wall”.
February - Forgiveness – The Selfish Giant – by Oscar Wilde - led by Margaret Hobrough.
We all joined in with the welcome response at the beginning. Margaret introduced her puppet Jake to us all…and she said she had asked Jake to forgive her for forgetting to bring him along to school the last time she had visited. Margaret then told the story of The Selfish Giant, by Oscar Wilde. The children were encouraged to reflect on the idea of forgiveness. Everyone joined in with the song…”Build Me”…..by Fischy Music. Margaret then said a prayer about forgiveness….before leading the children in a prayer song to end.