Religious Education

RELIGIOUS EDUCATION (RE)

Intent  

At Widewell Primary school we value every pupil and the contribution they have to make.  We aim to ensure that every child achieves success and develops their skills. In light of a very changing world, religious education has an important role in developing the mutual respect and tolerance of others. Our aim is to prepare them to be knowledgeable, reflective and respectful citizens in the wider world. Overall, our intent it to equip them with the knowledge, understanding and skills needed to explore questions raised by religion and belief as well as reflecting their own ideas and lifestyle choices.   

Through the provision of Religious Education at Widewell, we aim to  

  • provoke challenging questions about the purpose of life, beliefs, the self, issues of right and wrong and what it means to be human ·  
  • foster personal reflection and spiritual development ·  
  • encourage children to explore their own beliefs (whether they are religious or non-religious) and to express their responses ·  
  • enable children to build their sense of identity and belonging which helps them flourish within their communities and as citizens in a diverse society · 
  • teach children to develop respect for others, including people with different faiths and beliefs and to help challenge prejudice ·  
  • prompt children to consider their responsibilities to themselves and to others and to explore how they might contribute to the communities and to wider society    · 
  • develop a sense of awe and wonder about the world in which the children live. 

 

During RE lessons we hope to encourage as many questions as we find answers. We study all religions together in a sympathetic and understanding way looking at similarities and comparing ideas and not isolated subjects ensuring the children can relate to others with understanding and care.  

 

Implementation 

At Widewell, RE is taught in a yearly cycle. Each of the two programs (Plymouth agreed syllabus and Understanding Christianity) have been merged into a yearly cycle of RE provision. Ranging from foundation to year 6 in a spiral themed year plan. (Appendix 1) The class teacher is responsible for the religious planning for their class. (Parents can ask for their children to be taken out of the whole lesson or part after consultation with the head teacher) 

Monitoring and Evaluation 

The monitoring of standards of children`s work and of the quality teaching in R.E is the responsibility of the subject leader alongside members of the senior leadership team as required. This will be achieved by: checking planning against the scheme of work the monitoring of R.E. books and displays in and around the school. Verbal or written feedback will be given highlighting positive practice and suggestions for improvement. As well as being informed of current developments in the subject and providing a strategic lead and direction for the subject in the school. A named member of the school`s governing body is briefed to oversee the teaching of religion. 

Children will be encouraged to form opinions and assess each-others work to develop shared assessment. 

The governor with responsibility for Humanities is responsible for monitoring the implementation of this policy. This will be through an annual discussion with the subject leader. The governor will report on this to the governing body. The work of the subject leader will also be subject to review by the headteacher as part of the performance management arrangements. 

The new 2019 Teaching and Learning approach within RE is formed around three core elements;  

  • Making sense of beliefs  
  • Making connections 
  • Understanding the impact 

These elements set the context for open exploration of religion and belief. 

 

The Plymouth agreed syllabus is designed to support schools in developing and delivering excellence in RE. It responds to national calls for deepening pupils’ knowledge about religions and for developing their ‘religious literacy’. It does this by studying one religion at a time (‘systematic’ units), and then including thematic units, which build on learning by comparing the religions, beliefs and practices studied. 

 

Impact

The impact of our RE curriculum is that an environment of religious literacy is embedded where children use their rich knowledge to explain what others believe and how their beliefs impact how they live. 

Our curriculum will allow children to demonstrate mature collaborative skills to express and discuss their ideas with one another and their absorption in learning significantly furthers their progress in understanding beliefs. Regular revisiting of key concepts aids long-term retention, demonstrates progress and exposes any gaps in knowledge which can be addressed by the teacher.   

Children’s progress and attainment are analyzed, shared and discussed with senior leaders and subject coordinators so that next steps can be established and progress monitored.  Attainment is reported to parents in the child’s annual report.