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Religious Education

The RE Subject Leader is: Mrs Sarah Jones

sjones@fitzwilliam.wakefield.sch.uk

 

Subject Ambassadors are Megan and Lewis

Religious Education Statement of Intent

It is our intent for the Religious Education element of our school curriculum to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to answer challenging questions, explore different religious beliefs, values and traditions and develop a more rigorous understanding of the numerous religious traditions, beliefs and practices that are followed in our multi-cultural society. We want them to know how religious education promotes discernment and enables pupils to combat prejudice, preparing them for adult life, employment and life-long learning.

 

RE Curriculum Intent, Implementation and Impact Overview

 

The intent of our RE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this, they will become independent and responsible members of a society who understand and explore big questions about life, to find out what people believe and what difference this makes to how they live, so that they can make sense of religion, reflecting on their own ideas and ways of living. We provide our children with opportunities for them to learn about and from religions and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions. They will be equipped with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities. Our children are encouraged to develop an aptitude for dialogue so that they can participate positively in our society, with its diverse religions and worldviews.

School has identified key intentions that drive our RE curriculum.   At Fitzwilliam Primary School our RE curriculum intentions are:

 

Intent

Research link

Implementation

Impact

1.To build a curriculum subject which develops learning and results in the acquisition of knowledge.

To design a curriculum subject with appropriate subject knowledge, skills and understanding as set out in the Wakefield Agreed Syllabus so that children can reach and exceed their potential to learn more, understand more and remember more.

Wakefield Agreed Syllabus research indicates that pupils should extend their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts.   They should be introduced to an extended range of sources and subject specific vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life.   Pupils should learn to express their own ideas in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views.

School : children evidence a positive approach and engagement towards the Religious Education units of work.

Scheme of work:

School follows the Programme of Study for RE as suggested in the Wakefield Agreed Syllabus and has a scheme of work that reflects this for each Key Stage.

During each Key Stage pupils are taught knowledge, skills and understanding through learning about Christians, Muslims, Hindus, Jewish and Humanist people through three key questions: Believing, Expressing and Living.

Each unit of work identifies prior learning and shows how this is built upon.

Teaching:

RE is taught in a block unit within a term to allow suitable links to be made to specific religious festivals taking place.

Resources:

Children gain a deeper understanding of the religion studied through the use of high quality resources/artefacts.

Children will make at least good progress from their last point of statutory assessment or from their starting point in Nursery.

 

This will be measured by the: Progress from a child’s starting point or Attainment at each point of statutory Assessment.

2.To build a curriculum subject which ensures children recognise and celebrate cultural diversity.

To design a curriculum subject which results in children understanding what

it means to be a British Citizen or, someone from another country who lives in Britain. To develop an awareness and tolerance of living in a multi-cultural society and being mutually respectful towards the beliefs of others.

Wakefield Agreed Syllabus research indicates that from September 2014, school inspection in England explores and judges the contribution schools make to actively promoting British Values, and excellent teaching of RE can enable pupils to learn to think for themselves about them.

School: children evidence an understanding of the diverse cultural beliefs around them in school, and the implementation of British values in the work they produce and the environment created around them.

Planning and Teaching: The following skills are used, in order to strengthen the skills and deepen the understanding and knowledge taught: Investigating, Reflecting, Expressing, Interpreting, Empathising.

Attitudes fundamental to RE:   Curiosity and wonder, commitment, fairness, respect, self- understanding, open-mindedness, critical mindedness and enquiry. These work alongside the SMSC links and British Values implemented within school as a whole.

Assemblies: Whole school and Class.

Visits and Visitors: Community walks to our local church. Assemblies from members of Wakefield CathedraL. Religious Leaders from a variety of Religions.

Pupil Discussion: Children can discuss and compare the lives of people they have studied from a variety of different religions.

Children demonstrate a positive

attitude towards people of any religion and show an understanding of cultural beliefs different to their own. They demonstrate respectful behaviour to all and this is transferable outside of school in the wider community and beyond.

Children learn about important people from the past and the present who have been or are positive role models and who are of a different race or religion.

 

 

 

 


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