What contribution does RE make to learning across the curriculum?
Intent
At Milnthorpe Primary School, our children are THEOLOGISTS! Our intent is to support our children in developing an outstanding level of religious understanding and knowledge. We aim to do this through engagement with a range of ultimate questions about the meaning and significance of existence. We want our children to ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and value of religion. Above all, we want our children to develop a respect for other beliefs and religions and appreciate and celebrate the diverse world in which they live. We want to equip children with not only the minimum statutory requirements of the Religious Education National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life.
Implementation
At Milnthorpe Primary School
Teachers have access to resources published by S.A.C.R.E.
Children are taught to understand and respect the importance of religious beliefs in the world around them.
The syllabus aims to allow pupils to explore themes and concepts within religion drawing on beliefs from a range of different faiths and world views.
We aim to ensure that the RE curriculum is challenging, dynamic and relevant to pupils of all ages. – that is why an enquiry approach was implemented, encouraging higher -order thinking and allowing our children to explore in a way that is meaningful to them.
At Milnthorpe Primary School RE is taught in weekly lessons.
We have developed a progression of skills with each year group, which enables pupils to build on and develop their knowledge and skills each year.
In order to support children in their ability to ‘know more and remember more’ there are regular opportunities to review the learning taken place in previous topics as well as previous lessons.
At the start of each topic children will review previous learning and will have the opportunity to share what they already know about a current topic.
Effective use of education visits are planned, to enrich and enhance the pupil’s learning experiences within the RE curriculum.
Teachers use highly effective AFL at different points in each lesson to ensure misconceptions are highlighted and addressed.
Effective modelling by teachers ensures that children are able to achieve their learning objective, with misconceptions addressed within it.
Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the RE curriculum.
Children are given clear success criteria in order to achieve the Learning Intention with differing elements of independence.
Pupils are regularly given the opportunity for self or peer assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or RE Curriculum Statement for the next lesson.
EYFS
The Early Years Foundation Stage Curriculum supports children’s understanding of Religious Education through the planning and teaching of ‘Understanding the World’. Children are encouraged to use their imagination and curiosity to develop their appreciation of, and wonder at, the world in which they live. Exploring others views, cultures and beliefs supports children in developing their views and beliefs about themselves, their family and community. In finding out about others, young children are encouraged to reflect on belief, culture and practice and explore faith through observing festivals and celebrations, sharing stories, visuals, toys and puppets, handling real artefacts, roleplay, books and discussion .
Religious Education Impact
Children will have an understanding and acceptance of the different beliefs in society.
The impact of this curriculum design will lead to outstanding progress over time across key stages relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave Milnthorpe reaching at least age related expectations for RE. Our RE curriculum will also lead pupils to be enthusiastic RE learners, evidenced in a range of ways, including pupil voice and their work.
What contribution does RE make to learning across the curriculum?
RE provides opportunities for all pupils to learn and achieve. RE should be a stimulating, interesting and enjoyable subject which encourages pupils to learn, enquire and evaluate what religions have to say about fundamental questions of life – how can we be happy, why are we born, why do we die, why is there suffering, what is the nature of reality, and does it all matter? It fosters in learners an understanding of the influence of religion and beliefs both locally and globally. It enhances the capacity to think coherently and consistently, enabling pupils to evaluate their own and others’ views in a reasoned and informed manner.
Aims
The aims of RE are to enable young people to be:
A. INFORMED 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.
B. EXPRESSIVE 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 spiritual and ethical issues
• appreciate and appraise varied dimensions of religion or a worldview
C. ENQUIRING AND REFLECTIVE Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
• 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’s lives.
