Religion and World views – Curriculum information
Religious Education (RE) at Parkstone Primary School helps children to understand the diverse beliefs, values and world views that shape people’s lives.
We follow the East Riding of Yorkshire Agreed Syllabus for Religious Education. RE is also explored through:
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whole-school assemblies
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Faith Week
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Harvest Festival
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Christmas and Easter celebrations
Our approach to RE aims to give children:
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knowledge of a range of religions and world views
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strong critical thinking skills
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an open-minded and respectful attitude
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opportunities to reflect and develop personal understanding
Children are encouraged to explore what different beliefs mean to those who hold them, while developing empathy, reflection, and a sense of awe and wonder.
Parents and carers have the right to withdraw their child from all or part of Religious Education (RE).
If you would like more information about our Religion and World Views curriculum, please contact the school office and ask to speak to Miss Harris, the Coordinator for the subject.
Please click the link below to read our World Views and Religion Long term plan:
‘In mathematics, teachers make daily checks on pupils’ understanding. This ensures that the work pupils do is suitably challenging.’
‘Pupils enjoy the books their teacher reads to them.’
‘Pupils who are falling behind in their phonics get extra help to catch up.’
‘Leaders
have provided teachers with the phonics training they need.’
‘Reception children get opportunities to explore numbers all the time.
Daily mathematics lessons help them to count with speed and confidence.’
‘All pupils know the school rules.’
‘Pupils talk with pride about the ‘leading learner’ badges
they get for reading regularly, arriving on time and trying hard.’
‘The geography curriculum is a strength of the school.
Leaders have carefully set out what they want pupils to know by the end of each year.’
‘Pupils thrive at this inclusive school.’
‘In Reception, phonics is taught every day.’
‘All
adults have high expectations of pupils’ behaviour.’
‘Children in early years learn phonics as soon as they start school.’
‘Pupils discuss and analyse texts during their
‘reading mastery’ lessons.’
‘Classrooms are oases of calm. As a
result, pupils are happy. They feel safe at school.’
‘Pupils are very positive about their
mathematics work.’
‘Staff are happy, and morale
is high.’
‘Teachers have strong subject
knowledge and use geographical vocabulary with precision.’
‘The reading curriculum is well organised.’
‘One pupil told the
inspector that, ‘school is amazing because teachers include everyone.’
‘Teachers use ‘pinny time’ to revisit the sounds that children have been
taught, as they learn through play.’
‘Pupils could talk about rainfall and temperature graphs, as well as the impact of the River Nile on Egyptian settlements.’
‘The governing body challenges leaders on the actions they are taking to improve the school.’
‘Teachers model language and sounds accurately. This means that Reception children get off to a strong start with their reading.’
‘Teachers say that leaders listen to their views and help them to manage their workload.’
‘ Subject leaders benefit from meeting staff in
other trust schools to exchange ideas and good practice.’
‘Leaders’ relationships and sex education and health education
curriculums give pupils an age-appropriate understanding of healthy relationships.’