RE
Intent- why we teach Religious Education
The intent of our Religious Education curriculum at Castle Primary School has a significant role for the development of pupils’ spiritual, moral, social and cultural development. We believe that it is vital for all our pupils to learn from and about religion and worldviews, so that they can understand the world around them. Through Religion, pupils develop their knowledge of the world faiths, and their understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures. We encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences. At Castle the children will develop investigative and research skills to enable them to make reasoned judgements about religious issues.
The children will develop a knowledge and understanding of Christianity and 3 other major world religions, Islam, Judaism and Hinduism. We follow the local syllabus ‘Awareness, Mystery and Value’ approved by Bath and North East Somerset SACRE (Standing Advisory Council on Religious Education). RE is taught through a theme day each term where children explore a question that is linked to two or more religions.
At Castle we take part in collective worship which is achieved by reflection time after assemblies. As we are an academy without a religious designation our collective is wholly or mainly of a broadly Christian character. We also reflect the religious backgrounds represented in our community. Each pupil must take part in collective worship; however parents have the right to withdraw their child from this if they choose to.
Implementation- How we teach RE
At Castle Primary School, the religious education curriculum forms an important part of our school’s spiritual, moral and social teaching. It also promotes education for citizenship. We have a day each term dedicated to Religious Education. This provides the children with a day immersed in following some of the teachings and reasons behind our four main religions. All lessons are underpinned with 6 core areas of enquiry that focus on learning about religion and belief and also what we can learn from religion and belief.
Our termly questions for this year are as follow:
Religious Education at Castle Primary School takes place during an RE day once a short term which focuses on a specific question. Each key phase has a different focus question that is explored over two short terms. Three questions are explored during each academic year. These questions are based on a 2-year cycle to include our pupils in mixed aged classes. Examples of individual lesson plans for each unit/topic have been prepared for class teachers by the Awareness, Mystery and Value syllabus and list the specific learning objectives for that lesson.
EYFS
In the foundation stage, they teach RE during our RE days as part of an English lesson. Children are introduced to the key question for the term and then a carpet time activity is completed. Throughout the day, to link in with what has been taught, activities are provided for the children during discovery time that focus on the key question. RE is included in the People, Culture and Communities Early Learning Goal. During the RE Days, the children are taught some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
Key Stage 1 and 2
To ensure a depth and accuracy of learning which builds upon prior learning, all classes undertake a termly RE day which focuses around a question. Questions have been carefully selected to ensure that each unit (question) builds upon learning taught in previous years as the children’s knowledge progresses. This documentation reflects the fact that religious education in Great Britain takes account of the teachings and practices of the world’s major religions and world views. These RE days allow the children to explore religion and learn about peoples beliefs, experiences and reasons for following particular religions. During these RE Days, children explore artefacts, have visits from religious faiths, learn about stories, produce a creative element and much more to consolidate their learning during the day. We enrich our Religious Education curriculum with links to our local Churches. We hold religious assemblies and discuss festivals and celebrations.
Assessment for RE is both formative and summative. We use a ‘high five’ to establish what the children know at the beginning of the unit and what questions they might want to ask and find out about. In the following term the children recall what they have learnt throughout the two RE days. This evidences the learning that has taken place and allows the children to reflect on their RE journey throughout the two RE days. Each child also has a RE book which follows them as they progress through the years so that they can view previous learning. Teachers also record the children's learning using Seesaw so that it can be shown to the parents as well. On Seesaw each child has an individual folder that allows individual learning to be displayed. This platform also allows any role play or drama to be documented and heard.
Impact- What impact it has
RE has many cross curricular links with a range of subjects but especially PSHE. They learn to make connections between different religions and develop a great attitude and respect for one other and peoples differences, whether that be through religion or not.
By the time are children leave our school they will:
- Become religiously literate by having an understanding and recalling knowledge about four main religions which we focus our RE days around. These are Christianity, Judaism, Hinduism and Islam.
- Learning through religion to create meaning, find relevance and develop personally from their engagement with religious education.
- Be able to explore human experience and questions by addressing values, ultimate questions and fundamental concerns about themselves and the world in which they live.
- Learn to respect the skills of others, asking questions and listening to others, personal reflection on life and its values.
- Learn about various religions through art, music, reflection, stories, ICT, writing, drama, artefacts and being outdoors.
- Have had opportunities to encounter religions, faith and commitment through visits, where possible, and visitors from a range of faiths.
- Have skills to learn as part of a team and achieve goals when being part of a wider community.
