Religion and Wellbeing

Our religion and wellbeing strand is made up of Religious Education (RE) and Wellbeing. Within the latter element, a wide range of topic areas contribute towards the development of wellbeing for all within the academy. A summary of some of the main areas is included below, and further information can be found on our ‘Developing Citizens for a 21st Century Britain’ page.

Religious Education

Religious Education (RE) is taught in accordance with the Lincolnshire Agreed RE Syllabus 2000. Through RE, the children will be able to: 

  • Learn about Christianity and about other principal religions represented in the United Kingdom
  • Reflect on a range of human questions and experiences
  • Ask, analyse and respond to deep questions about human life
  • Explore the meaning of ‘authority’, ‘celebration’ and ‘sacred’
  • Be aware of the ways in which religion influences the lives of individuals and communities
  • Prepare for life as citizens

In accordance with the 1998 Education Reform Act, parents have the right to withdraw their child from RE lessons and daily acts of worship (assemblies). Any request should be made in writing to the Head Teacher.

Personal, Social & Health Education

Personal Social and Health Education (PSHE) and Citizenship helps to give our pupils the knowledge skills and understanding they need to become healthy independent members of society and prepares them for opportunities, responsibilities and experiences of adult life. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community in so doing we develop their sense of self worth. We teach them how society is organised and governed. We ensure that they experience democracy, and that they develop an understanding of traditional British values, including the rule of law. We teach them about rights and responsibilities. They learn to appreciate what it means to be a positive member of a diverse multicultural society.

The knowledge, skills and understanding will be taught in 4 interrelated sections:

  1. Developing confidence and understanding and making the most of pupils abilities
  2. Preparing to play an active role as citizens in 21st Century Britain
  3. Developing a healthy safer lifestyle
  4. Developing good relationships and respecting the differences between people

Drugs Education

Within our PSHE curriculum, our drug education programme aims to:

  • Acknowledge and clarify the academy’s role in drug prevention and drug education and ensure it is appropriate to the needs of the pupils educated at the academy
  • Develop understanding and concern for the health and wellbeing of the whole school community
  • Provide a programme which will give pupils opportunities to acquire the skills, knowledge and understanding necessary to make informed and responsible decisions about the use of drugs and other substances within the context of a healthy lifestyle
  • Enable pupils to explore their own and other people’s attitudes increasing understanding about the implications and possible consequences of use and misuse
  • Provide accurate information about substances
  • Encourage an understanding for those experiencing or likely to experience substance misuse
  • To widen understanding about related health and social issues e.g sex and sexuality, crime, HIV & AIDS
  • To enable young people to identify sources of appropriate personal support

Sex and Relationships Education

At Manor Farm Academy, we believe that effective sex and relationship guidance is essential if children are to make responsible and well informed decisions about their lives. The key objective of sex and relationships education is to help and support our children through their emotional, moral and physical development.

Sex and Relationship education is a lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of family life, including marriage, stable and loving relationships, respect, love and care. It has three main elements:

Attitudes and Values

  • Learning the importance of values and moral considerations
  • Learning the value of family life, and stable and loving relationships
  • Learning the value of love, respect and care
  • Exploring, considering and understanding moral dilemmas
  • Developing critical thinking as part of decision making

Personal and Social skills

  • Learning to manage emotions and relationships confidently and sensitively
  • Developing respect for others
  • Learning to make informed choices
  • Developing an appreciation of the consequences of choices made
  • Managing conflict

Knowledge and Understanding

  • Learning and understanding physical development at appropriate stages
  • Understanding emotions and relationships

Spiritual, Moral, Social and Cultural Education

Our provision for Spiritual development uses an approach to teaching that embodies clear values and enables pupils to gain understanding through reflection on their own and others’ lives and beliefs. It relies on teachers valuing pupils’ contributions and thoughts across the whole curriculum. Religious Education and Collective Worship also make a significant contribution to this aspect.

The moral development of our pupils is built upon a framework of values regulating personal behaviour through principles rather than through fear of punishment. At Manor Farm Academy, we therefore foster values such as honesty, fairness, and respect for truth and justice. Pupils are equally given the opportunity to express themselves, explore realistic scenarios and extend or challenge their understanding of moral development.

Our provision for social development centres around the acceptance of group rules and the ability to operate in a wider social context. Therefore, we believe that the formation of attitudes to enable good social behaviour and self-discipline is of crucial importance. Throughout the wider curriculum, opportunities are continually provided for pupils to work co-operatively and in competition, taking the initiative, and accepting responsibility for their contribution to academy life.

Cultural development is promoted via the participation in and appreciation of cultural traditions. The school seeks to enrich pupils’ knowledge and experience through visits to museums or religious buildings, art galleries and work with artists or performers. Additionally, links are made with schools in culturally diverse locations to further broaden pupil understanding of the concept.

Philosophical discussions and the use of Life Skills within the academy form a significant vehicle for the promotion of all of the aspects outlined above.