Religious Education

What is Religious Education?

Religious Education (RE) is an important part of the curriculum that develops children’s understanding of world religions and prepares them for growing up in today’s multi-faith and diverse world. Children have opportunities to consider their own views, beliefs and values and reflect on their place in the world. All children are entitled to receive a RE.

Aims of Religious Education

At Appleton C of E Primary School, we believe that our high-quality RE provision helps children to find out more about themselves, others and God. We encourage children’s values and spiritual development to be explored throughout the whole school.

In our school, RE is child-centred and should:

Nurture the children’s own personal faith/commitment within a clear ethos of respect for all beliefs.
Contribute to the children’s personal development including spiritual, moral, social and cultural development, with reference to our PHSE policy and curriculum.
Give the children an opportunity to explore the nature of religious language and symbolism.
Value the children’s own faiths/no faith and introduce them to other faiths.
Develop self-concept and personal narrative.

How is RE taught?

We follow the Oxfordshire Agreed Syllabus for RE and use the ‘Understanding Christianity’ resources alongside this for planning and delivering high-quality RE about Christianity. This approach enables deepening of learning across different years, as the cyclical nature of the resource allows children to revisit aspects of the curriculum in other years. This builds age-appropriate understanding and allows teachers to deepen and embed learning in RE.

In the EYFS RE teaching supports the achievement of the Early Learning Goals and is delivered using the three characteristics of effective teaching and learning: playing and exploring, active learning and creating, and thinking critically.

In Key Stage 1 the emphasis is on enquiring into experience and feelings to help explore the question ‘What is special in and about life?’ Throughout Key Stage 1, pupils explore key questions through conceptual enquiry into Christianity whilst also drawing from at least one of Hinduism, Islam or Judaism, as well as non‐religious worldviews as appropriate. Teachers should also take the pupils’ own background, experiences and questions into consideration.

They learn about different beliefs about God and the world around them.
They encounter and respond to a range of stories, artefacts and other religious materials.
They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary.
They begin to understand the importance and value of religion and belief, especially for other children and their families. Pupils ask relevant questions and develop a sense of wonder about the world, using their imaginations.

They talk about what is important to them and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging.

In Key Stage 2 children build on this knowledge to enquire into experience and beliefs, focussing on ‘How do religious and other beliefs, traditions and practices make a difference in people’s lives?’ Throughout Key Stage 2, pupils explore key questions through conceptual enquiry into Christianity whilst also drawing from Hinduism, Islam and Judaism, as well as non‐religious worldviews as appropriate, recognising the impact of religion and belief locally, nationally and globally.

They make connections between differing aspects of religion and consider the different forms of religious expression.
They consider the beliefs, teachings, practices and ways of life central to religion.
They learn about sacred texts and other sources and consider their meanings.
They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and beliefs and the importance of dialogue between them.
They extend the range and use of specialist vocabulary.
They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true.
They communicate their ideas, recognising other people’s viewpoints.
They consider their own beliefs and values and those of others in the light of their learning in religious education.

Intent

At Appleton C of E Primary School, we believe that high-quality RE provision helps children to explore and reflect about themselves, others, local communities and the wider world.

In our school, RE should:

Nurture the children’s own beliefs within a clear ethos of respect for all beliefs and worldviews.
Contribute to the children’s personal development including spiritual, moral, social and cultural development, with reference to our PSHE policy and curriculum.
Give the children an opportunity to explore the nature of religious language and symbolism.
Value the children’s own faiths/no faith and introduce them to other faiths/worldviews.

RE helps children to be empathic and respectful of all people, wherever they are from and whatever they believe. It allows children to question and explore their own thoughts in a safe and non-judgemental space, leading children to respect human rights and fundamental freedoms. We aim to deliver high-quality teaching and learning opportunities in RE that enable all children to achieve their personal best.

Implementation

We follow the Oxfordshire Agreed Syllabus for RE. RE makes up at least 5% of curriculum time - through weekly RE lessons, and enhanced by cross-curricular activities and whole school RE days. The latest statement of entitlement states Christianity should be the majority religion studied in each year group and should be at least 50% of RE curriculum time. Our planning indicates that our balance is currently 2/3 Christianity to 1/3 other religions; principally Judaism, Hinduism and Islam.
We use the new “Understanding Christianity” resources for planning and delivering high-quality RE about Christianity. This approach enables deepening of learning across different years, as the cyclical nature of the resource allows children to revisit aspects of the curriculum in other years. This builds age-appropriate understanding and allows teachers to deepen and embed learning in RE.
Big questions are used to promote discussion and thinking skills.
Use of RE big books to record ideas.
The long-term planning for each class sets out the RE units which are to be taught throughout the year and ensures that the requirements of the National Curriculum are fully met.
All staff can access the Medium-Term planning and half termly assessments for each class throughout the academic year.
Teachers use and adapt planning and resources to ensure lessons across years show progression.
Written outcomes in RE are marked in accordance with our “Effective Feedback and Marking” policy.
Assessments have been set up to monitor progress.
RE is monitored regularly by the headteacher, SLT and the RE coordinator, as well as self-evaluation and assessment by teachers. Monitoring happens in conjunction with the school development plan.
Pupil voice is used to determine how the children feel about their learning of RE.
Teachers look for opportunities to branch out and embed RE across the curriculum
Whole school RE events are used to build knowledge and share ideas.
Co-ordinators share best practise and improve subject knowledge through partnership and network meetings. This information is disseminated to staff.
Through quality first teaching, all children, including those with SEND, will have access to teaching and learning.

Impact

At Appleton C of E Primary School, we ensure that our RE curriculum is progressive by keeping up to date with current thinking and best practice. We encourage children to develop fundamental thinking skills relating to their own beliefs/worldviews and that of others which aids their moral, spiritual, social and cultural development and awareness. We aspire for children to leave Appleton as reflective and curious learners who are well-informed and respectful about religion and worldviews.