Emscote Infant School
and
All Saints' C of E Junior School
R.E
Curriculum Statement – Religious Education
Intent
We believe Religious Education helps children to investigate and reflect on fundamental questions concerning the meaning and purpose of life and develop their knowledge of world religions and worldviews. Our Religious Education curriculum enables children to develop skills and knowledge that can transfer to other areas of the curriculum and can be used to promote spiritual, cultural, moral and social development. Our curriculum develops pupils' knowledge and understanding of religious beliefs, practices, language and traditions and their influence on individuals, communities, societies and cultures. It enables pupils to consider and respond to a range of important questions related to their own spiritual development and experiences. RE encourages pupils to develop a sense of identity, to flourish individually within their community and act as citizens in a global community. Our RE curriculum helps develop respect and sensitivity to others, in particular those with faiths and beliefs which differ from our own, to combat prejudice. The subject allows application of thinking skills, enquiry and creative learning. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout children’s time at school and beyond.
Implementation
RE is taught in units throughout the year in accordance with the Warwickshire Agreed Syllabus and Understanding Christianity resources. This is to achieve depth in learning and ensure skill development. Each unit has an overarching question to be explored through a series of lessons. Teachers have identified the key knowledge and skills of each unit and consideration has been given to ensure progression across units throughout each year group across the school.
At the beginning of each unit, children are able to convey what they know already and the following lessons will build on that knowledge and address any mis-conceptions. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Knowledge Organisers (visual prompts, key word banks, concept maps) are used to support learning for all pupils, especially SEND. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.
Cross-curricular opportunities arise in different forms. There are assemblies, faith visitors and daily communal collective worship. Local places of worship are visited for children to further understand the experience of different faith groups, understand key beliefs and respect the religious beliefs and practices of different faith groups in their community and beyond.
Impact
Outcomes in books evidence a balanced curriculum, which demonstrate children’s acquired knowledge. As children progress through the school, they develop a deep knowledge and appreciation of different world religions and worldviews in the context of the school, local area and wider world. RE understanding, as well as children’s spiritual, moral, social and cultural development, is enhanced by further links to PSHE lessons and British Values. Collective worship makes us a collaborative and cohesive community. Also, workshops and visitors help children to transfer their skills as well as develop respect and understanding towards others in the context of the wider world.
The subject leader has identified the key knowledge and skills for each blocked unit and consideration has been given to ensure progression across topics throughout each year group across the school. Assessment for learning is continuous throughout the planning, teaching and learning cycle. Key RE knowledge is taught to enable and promote the development of children’s skills.
Assessment is supported by use of the following strategies:
● Observing children at work, individually, in pairs, in a group and in class during whole class teaching.
● Using differentiated, open-ended questions that require children to explain their understanding.
● Providing effective feedback to engage children with their learning and to provide opportunities for self-assessment, consolidation and depth of understanding.
Big Picture of the Bible
Year 5 are learning about what Christians understand about the big concept of ‘Incarnation.’
The children worked in the hall to learn about the ‘Big Picture of the Bible’. They learnt about the way the concepts fit together and then had to sequence concept cards to show they understood the order.
are learning about what Christians understand about the big concept of ‘Incarnation.’
The children worked in the hall to learn about the ‘Big Picture of the Bible’. They learnt about the way the concepts fit together and then had to sequence concept cards to show they understood the order.
