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Principal aim (Leicestershire agreed syllabus)
The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their ow
- Religious Education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.
- In RE they learn about and from religions and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions.
- They learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.
- Teaching therefore should equip pupils with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities.
- It should develop in pupils an aptitude for dialogue so that they can participate positively in our society, with its diverse religions and worldviews.
- Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They should learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ. ( Leicestershire agreed syllabus)
Our RE curriculum was last reviewed in 2016 when we adopted the leicestershire syllabus. This syllabus is in place for 5 years.
RE at Newton Burgoland
We follow the Leicestershire agreed syllabus for RE.
Approximately 30 hours annually, across at least two terms, is allocated to RE this is the same in both key stages.
Newton Burgoland Primary School is largely mono-cultural, throughout the curriculum, which includes RE, we aim to prepare pupils to live and work in a global community. We want learners to respect, appreciate and celebrate difference, to uphold British Values and to discover and embrace their own spirituality. We want learners to be proud to be themselves and proud of their heritage and culture.
Assessment, recording and reporting progress in RE
In all subjects there are three broad areas for assessment:
- Children’s knowledge and understanding
- How well children can use and apply their knowledge, understanding and skills at the end of a unit of work to complete an independent (of an adult) task or challenge.
- How well learners are developing habits for learning and character
Teachers assess learner’s work, their attitudes, increasing skills, knowledge and understanding, by making informal judgements as they observe them during lessons. This assessment enables planning to be tailored to meet learners needs. Assessment encompasses teacher, peer and self-assessment. In all subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Learners are supported to reflect on their own learning and, age appropriately, to make judgements about their strengths and needs, beginning to plan how to make progress and set personal targets.
Baseline assessment, in order to understand pupils’ prior learning, is an essential part of planning to ensure new learning is relevant and progress can be assessed.
The learners work, in particular baseline assessments and end of unit assessments, which are recorded within learners’ workbooks are used to make decisions at the end of each unit, and at the end of each year, as to next learning steps and whether or not learners are making strong progress and are on track for end of key stage expectation.
Progress is recorded and reported to parents as part of the child’s annual school report
RE in early years foundation stage
Understanding the world (UTW) is one of four specific areas of learning in the EYFS Curriculum Framework.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment
UTW has three aspects; people and communities and The world y being most related to future learning in RE.
People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Learning in RE will support learning in Expressive Arts, Personal, Social and Emotional Development and communication and Language.
RE is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.
learning about and from other religions
Learners considered the links between The Beatitudes, The Ten Commandments and The Golden Rule making links to their own lives.