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RE

 

Religious Education at Red Oak Primary            

Why teach RE?

It is important in RE that children are given the opportunity to learn about and understand other cultures and religions. In preparing for adult life, they need to learn to respond well to a local, national and global landscape of religion and belief diversity. In the context of today’s world, we are advocating that RE should help children and young people to hold balanced and well-informed conversations about religion and belief, i.e. be religiously literate. This will enable the children to build respect and understanding for others and help them to understand that everyone should be treated with respect. By having this opportunity to experience other cultures will help to combat racism by building understanding and respect.

Intent: At Red Oak children will access a high quality RE curriculum that engenders an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity. This will enable them to develop a knowledge and acceptance of religions and worldviews, with the skill to “disagree agreeably”.  Children will know where beliefs come from- how they have changed over time, how they are applied differently in different contexts and how they relate to each other; They will find out how and whether things make sense; dealing with questions of morality and ethics; taking seriously the nature of reality, knowledge and existence; They will explore the diverse ways in which people practise their beliefs; engaging with the impact of beliefs on individuals, communities and societies.

Implementation: We will create a safe and stimulating environment in which children are entitled to question, evaluate and express themselves through debate and discussion - “disagree agreeably”. RE is taught weekly covering each of the themes across the year groups, enabling children to build on prior knowledge and understanding of each faith. Lessons will include opportunities for discussion, debate, role-play, singing and art. They will look at key texts and traditions; beliefs, teachings/doctrines and sources; practices and ways of life; forms of expression; identity and belonging; They will investigate and observe lived religious practices within local, national and international contexts; and consider how they have shaped and continue to shape society. Use of assessment will show progression through each of these skills.

Impact: Children will have a knowledge and understanding of: The major world religions and non-religious worldviews: key texts and traditions; beliefs, teachings/doctrines and sources; practices and ways of life; forms of expression; identity and belonging; They will begin to recognise how religion has influenced humanities’ search for meaning and purpose; They will investigate and observe lived religious practices within local, national and international contexts; and consider how they have shaped and continue to shape society. Children will have the skills to analyse a range of primary and secondary sources; understand symbolic language; use technical terminology effectively. They will interpret meaning and significance; evaluate and reflect upon beliefs and ethics and how they impact upon the lives of others and themselves; refine the way they think about the world and their place in it; consider moral principles, including the nature of good and evil. They will respectfully critique and value the wide range of beliefs and cultural influences that have shaped their own heritage and that of others, considering both differences and commonalities; recognise bias and stereotype; represent a range of views, other than one’s own, with accuracy. Use of pupil voice will demonstrate what they know and what they can remember that they did not know before.

Our Key Actions for 2020-2021

  • To ensure core questions are being used as the main focus for RE lessons to enhance children’s curiosity and enquiry skills.
  • To make links to local, national or global events when relevant. This will enable the children to develop a knowledge and understanding of worldviews.
  • Check that different levels of questioning are being used in lessons to deepen and extend children’s understanding of religion and worldviews. (Blooms taxonomy)
  • Ensure evidence of progression is clear across key stages.
  • Ensure evidence of progression can be seen in year groups and in lessons. This will enable children to demonstrate what they know and what they have previously learnt.
  • To introduce and use Knowledge organisers in lessons to support children’s learning.
  • Provide oracy opportunities so that children are able to articulate what they know and confidently share with others. Pupil voice will demonstrate children’s feelings about RE and enable them to reflect on what they have learnt.
  • We will continue to improve assessment for RE to ensure that we provide the best possible outcomes for children.
  • We will continue to develop CPD for RE across the school to ensure that we continue to provide a high quality RE curriculum that engenders an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity.

Improvements so far:

  • Children are already demonstrating curiosity and exploring aspects of RE independently.
  • Understanding of different faiths and cultural diversity is improving.
  • Children are beginning to understand the impact of religion on people’s lives by exploring religious places around the world.
  • Children are beginning to express clearly their responses to questions and offer their own viewpoints and opinions.

 

Curriculum

There is a long term plan for RE which maps out the curriculum across the year groups.

Each Year group from Year 1 to Year 6 studies one of the six major religions in detail over half a term. These units of work incorporate the learning themes (see below) as set out in the Suffolk and Norfolk RE Syllabus.

Red Oak's long term RE plan can be viewed below, please click on the PDF for a larger version:

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