Religious Education

Long Term Plan based on Living Difference IV

RELIGIOUS EDUCATION POLICY

Skills and Progression

SMSC in the Curriculum

Intent

Religious Education has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The principle aim of RE is to engage pupils in an enquiry approach where they can develop an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and wider global community.

Implementation

Brading CE Primary School uses Living Difference IV supported by Understanding Christianity. We have 6 RE days each based on the local syllabus. In Key Stage 1, the children explore Christianity and Judaism and in Key Stage 2, the children explore Christianity, Hinduism and Islam. Religious Education is an integral part of the curriculum and aim to see the ethos and values of a church school permeate all aspects of learning and the school community. Religious Education is taught in accordance with the Isle of Wight syllabus to ensure children are able to explore Christianity as well as having an understanding for other world religions. We aim for pupils to value themselves and others, and we encourage them to be able to speak openly about their beliefs in a safe environment. Collective worship is central to the life of the school. We enjoy close links with Brading churches. Local clergy visit half termly to take Collective Worship as well as visiting classrooms and inviting the school into the churches. Religious Education and Collective Worship have provided opportunities to make links with the local and wider community.

Impact

Our RE curriculum is high quality, well thought out and is planned to demonstrate progression. The children make progress by knowing more, remembering more and being able to do more. They need to transfer and embed key concepts into their long-term memory and apply them fluently. Children will make at least good progress from their last point of assessment. We measure the impact of our curriculum in the following ways:

  • Children demonstrate a positive attitude towards people of any religion and show an understanding of cultural beliefs different to their own.
  • They demonstrate respectful behaviour to all and this is transferable outside of school in the wider community and beyond.
  • Assessing children’s understanding of each unit’s linked vocabulary before and after the unit is taught.
  • Images and videos of the children’s learning.
  • Interviewing the pupils about their learning (pupil voice).
  • Pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
  • Marking of written work in books

 

RELIGIOUS EDUCATION POLICY

COLLECTIVE WORSHIP POLICY