Religious Education: Led by Miss Garner

The Nature of Religious Education

‘...must reflect...the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain’ (RE Review, 2013, p15).

RE has an important place in the curriculum of all schools. It provides a safe space for our young people to develop their understanding of all people, cultures, faith and beliefs and relationships.(Telford and Wrekin agreed syllabus)

Curriculum Intent

We believe RE expands a child's ability to interact with the world around them and provides a new set of skills for self-expression and communication. We aim to encourage a child’s natural sense of wonder about the world in which they live. Our RE curriculum is designed to inspire children’s curiosity and encourage them to share their responses to what they see, hear, feel, and experience. We aim to develop children’s visual and aesthetic awareness to enable them to make informed critical responses. It can also help children to develop their decision-making skills and reduce anxiety. We want our children to be informed, respectful members of society who celebrate diversity and strive to always understand others. Therefore, our RE curriculum is designed to help our children to gain the substantive and disciplinary knowledge they need to understand Religious Education.  We want the curriculum topics to inspire children’s curiosity, so they want to know more and remember more. The curriculum is planned so children are given opportunities to play and gain hands on experience and talk about their own experiences. Our curriculum will help children to develop their knowledge of beliefs and practices of religion and worldviews.

Curriculum Implementation

• the RE curriculum is sequenced and well-structured with clear end points. knowledge is built on overtime and learning is broken down into component parts to allow children to know and remember more.
• pedagogical choices are designed to develop the practical, theoretical, and disciplinary knowledge intended in each lesson.
• classroom activities are clear about what is to be learned (the curriculum object) and enable children to practise it.
• teaching approaches take account of children’s level of expertise.
• teachers’ direct children’s attention to the main concepts, themes, and ideas that they are exploring.
• subject specific vocabulary is included in curriculum planning, so children acquire a visual language. This ‘language’ helps children to express a huge variety of ideas.
• when on educational visits, we ensure children have enough prior knowledge to make these experiences meaningful.
• teachers make subject-specific adaptations to activities for children with SEND, where appropriate, instead of excessive adaptations to the curriculum or lowering expectations
• the curriculum allows time for children to develop socially, to learn how to negotiate and collaborate.

Please click the links below to access the following documents for Religious Education:
Policy
Long Term Plan
Knowledge and Skills Progression