Religious Education

Know about and understand a range of religions and worldviews, so that they can:

• describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;
• identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews;
• appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.

Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:

• explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;
• express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues;
• appreciate and appraise varied dimensions of religion or a worldview.

Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:

• find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;
• enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all;
• articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.

Teachers have flexibility to decide whether lessons are taught discretely (on a week by week basis) or blocked as a wider theme. Christian views and practices are referred to regularly to compare and contrast with beliefs in a range of other religions.

Assemblies and the Values Curriculum are used as an opportunity to share and examine faith stories, explore and celebrate focus weeks and festivals (e.g. Easter, Diwali) and observe ‘special days’ within secular Britain (e.g. Mothering Sunday, Remembrance).

Schools have a statutory responsibility to deliver Religious Education to all pupils, except those withdrawn by parents. Schools must ensure that sufficient time is given in order to enable pupils to meet the expectations set out in the agreed syllabus, ensuring the curriculum is coherent and shows progression.

There is the expectation that there is a minimum allocation of 5% of curriculum time for RE. The table below is based on the most recent national guidance.

In lessons you will see:

• children are given the opportunity to review and consolidate their previous learning, using a variety of teaching strategies.
• children practicing their skills and developing knowledge through a wide range activities which are differentiated to meet all needs;
• a combination of whole class teaching, group work and individual choice is used to promote learning;
• where possible children observe, handle, describe and explain how religious artefacts are used. • opportunities for the children to work interactively, using other curriculum areas e.g music, drama, art, with the teacher acting as the facilitator;
• children make comparisons with different religions;
• modelling to show how to observe respectful practice, develop questioning, research and show understanding of similarities and differences;
• subject specific vocabulary is taught through discussion, research, and reading. It is used consistently, recorded on displays and in books;
• educational visits and visitors enhance teaching and learning in RE;
• discussion and philosophy to encourage children to ask questions to help them find out about themselves and others;
• developed learning walls which include high quality WAGOLLs, including actual pieces of work and carefully chosen vocabulary, which are regularly updated;
• children carry out research to investigate and answer their own questions.

Evidence of the children’s learning can be found in their RE books. Leaders conduct pupil conferencing and interviews with the children to discuss their learning and establish the impact.

The children’s knowledge and understanding are assessed against the Agreed Syllabus statements. This is both ongoing, to inform future planning, and summative to share with staff, leaders and parents. This ensures the pitch of lessons is well matched to need and that, by the end of each key stage, required content within the Agreed Syllabus is adequately covered to prepare pupils for the next phase.

Children have knowledge and understanding of religions and beliefs and have the ability to use religious vocabulary. They appreciate the differences between religions and religious practices and are beginning to develop their understanding of how people from different religions make up both their community and can respect the differences between them. Children can also reflect on questions of meaning, respectfully expressing their own informed thoughts and feelings into religious and non-religious views of life’s meaning and purpose.