The aims of religious education are to help children:
· Develop an awareness of spiritual and moral issues in life experiences;
· Develop knowledge and understanding of Christianity and other major world religions and value systems found in Britain;
· Develop an understanding of what it means to be committed to a religious tradition;
· Be able to reflect on their own experiences and to develop a personal response to the fundamental questions of life;
· Develop an understanding of religious traditions and to appreciate the cultural differences in Britain today;
· Develop investigative and research skills and to enable them to make reasoned judgements about religious issues;
Have respect for other peoples’ views and to celebrate the diversity in society.
Teaching and Learning in Key Stage 1 and 2
We base our teaching and learning style in RE on the key principle that good teaching in RE allows children both to learn about religious traditions and to reflect on what the religious ideas and concepts mean to them. Our teaching enables children to extend their own sense of values and promotes their spiritual growth and development. We encourage children to think about their own views and values in relation to the themes and topics studied in the RE curriculum. Our teaching and learning styles in RE enable children to build on their own experiences and extend their knowledge and understanding of religious traditions. We use their experiences at religious festivals such as Easter, Diwali, Passover etc. to develop their religious thinking. We organize visits to local places of worship and invite representatives of local religious groups to come into school and talk to the children.
Children carry out research into religious topics. They study particular religious faiths and also compare the religious views of different faith groups on topics such as rites of passage or festivals. Children discuss religious and moral issues using computers and working individually or in groups. Sometimes they prepare presentations and share these with other members of the school in assemblies. We recognise the fact that all classes in our school have children of widely differing abilities, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways, for example, by:
· Setting common tasks which are open-ended and can have a variety of responses;
· Setting tasks of increasing difficulty (we do not expect all children to complete all tasks);
· Grouping the children by ability in the room and setting different tasks for each ability group;
· Providing resources of different complexity, adapted to the ability of the child;
· Using classroom assistants to support the work of individuals or groups of children.
Curriculum planning in religious education
We plan our religious education curriculum in accordance with the Salford Agreed Syllabus and enhance this with elements of the Diocesan policy. We ensure that the topics studied in religious education build upon prior learning. We offer opportunities for children of all abilities to develop their skills and knowledge in each unit, and we ensure that the planned progression built into the scheme of work offers the children an increasing challenge as they move through the school.
We carry out the curriculum planning in religious education in three phases (long-term, medium-term and short-term). The long-term plan maps the religious education topics studied in each term during each key stage. The RE subject leader works out this plan in conjunction with teaching colleagues in each year group. We teach religious education topics in conjunction with other subjects, especially at Key Stage 1. In Key Stage 2 we place an increasing emphasis on independent study of religious themes and topics.
Early Years Foundation Stage
We teach religious education to all children in the school, including those in the Reception and Nursery classes. We relate the religious education aspects of the children’s work to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five.
We will set high expectations and provide opportunities for all learners to achieve success in Religious Education regardless of culture, race, gender, ability or disability. Teachers will strive to overcome any potential barriers to learning for individuals and groups and respond to learners’ diverse learning needs by planning approaches to teaching and learning in Religious Education so that all learners are given equal opportunities, set suitable learning challenges and can take part in lessons fully and effectively.
All learners receive quality first teaching on a daily basis and activities are differentiated accordingly. In addition, where identified learners are considered to require targeted support to enable them to work towards age appropriate objectives, intervention programmes will be implemented. The senior management team with subject leaders decides which intervention programmes, i.e. second wave of support, will be used in the school. Teachers and teaching assistants plan programmes together and monitor progress of these learners.
Monitoring and Evaluation
The Headteacher and subject leader will monitor the effectiveness of this policy in conjunction with all members of the teaching staff and governors. An annual self-evaluation form will be produced to monitor reading across the school. This will subsequently be used to aid the Headteacher in the completion of the school self-evaluation form.