Religious Education

Intent

Our curriculum is designed to build a deep knowledge and understanding of the importance of religion to the lives of many people around the world. Children develop a strong knowledge of the Bible and Christian traditions. Reflecting our school’s diverse community, children develop an understanding of major world faiths through progressive units of work and learn to find similarities and differences between different religions and worldviews. Children are encouraged to reflect on how teachings and traditions apply to their own lives. Children learn to engage with deep philosophical questions and articulate their own ideas coherently and respectfully. Children investigate key concepts and ask thoughtful questions about belonging, meaning, purpose and truth. Children deepen their own understanding through regular opportunities for discussion, reflection and application.

Implementation

In EYFS RE is delivered weekly in a discrete lesson. Pupils complete related work for their ‘Special Work Books’ at least once a fortnight. Pupil voice is recorded at least fortnightly as evidence of pupil engagement and understanding
Our R.E. programme follows the guidelines set down by the London Diocesan Board for Schools. In KS1 and KS2 RE is taught once a week for at least an hour and a half a week
Six RE units are taught in each year group, each lasting half a term. Two of these units each year focus on different major world faiths and four units will have a Christian focus. The Christian RE units are founded upon Biblical stories, church traditions, the liturgical calendar and themes. Each year group studies a different aspect of Christmas and Easter
Each RE unit is structured around a ‘Big Question’ which enables pupils to explore the meaning and purpose of life. The ‘Big Question’ is displayed on a RE working wall for the duration of the unit. The working walls include visual stimuli and key vocabulary. This is added to throughout the unit and used as a resource for deepening pupils’ understanding. Pupils are encouraged to answer the challenge questions on post-it notes. These are added to the working wall. Cross curricular-links are made wherever possible and noted on the working wall
Each lesson is structured around SOLO Taxonomy. Pupil outcomes are linked to these success criteria. Every lesson pupils are expected to reach the ‘Relational’ level of learning. Pupils have an opportunity at the end of each lesson to complete an ‘Extended Abstract’ challenge question. These are structured as challenging questions which promote personal reflection and spiritual development. These challenge questions provide evidence of pupils working at Greater Depth. Teachers may scribe discussion answers in books as additional evidence.
Staff plan key questions carefully to prompt deep discussion and ensure work is demanding for all groups of pupils. Targeted questioning and class discussion is used to deepen pupils’ understanding.
Once per half term pupils plan and complete an extended written assessment activity in their RE books. This provides pupils with the opportunity to answer the overarching unit 'Big Question'. Additional curriculum time is allocated to this activity
Once per half term pupils explore a Biblical text, or non-fiction text on another world faith, during their Guided Reading lessons. This provides additional time for pupils to dig deep into the Bible and explore short passages in greater detail and building inference and interpretation skills
Lessons are designed to include learning across the three disciplines of Theology, Philosophy and the Human Social Sciences
Opportunities are prioritised to recap prior learning to develop pupil knowledge and understanding. Prior learning from previous years is identified on the planning. Cross curricular links are promoted where possible
Subject knowledge is taught in engaging ways to promote a love of and enthusiasm for RE. This could include video clips, dramatic readings, active use of resources such as the Bible and the online Bible, pupil re-telling of the stories, visual clues, prop bags, filling the gaps, music, songs, group work and discussion, story maps and images
Within the RE curriculum, pupils have opportunities to develop their own unique world view. The classroom discussion is inclusive and invitational. Activities do not presume any faith background. Pupils are encouraged to explore their own opinions on a topic but equally can write in general about how people of a particular faith would respond
Teachers aim to make the lesson content relevant to pupils’ lives (e.g. learning about creation and relating this to what we can do to affect climate change, using the story of Sarah and Abraham to learn about refugees)
A reflection on the similarities between many world faiths is encouraged in order to promote inclusivity and prevent any stereotypes (e.g. when learning about how Christians care for the poor, the work of Muslim Aid and the Sikh tradition of langar are examined to show that many world faiths have similar values)
The curriculum is enriched by regular visits to places of worship and external speakers or workshops. Pupils visit a variety of places of worship relating to their study of other world faiths across their time in the school. Close links are made with Holy Cross church and most year groups visit here with a specific curriculum purpose at least once per year

Impact

At Edward Betham pupils make excellent progress across the RE curriculum with most children achieving the expected level or better. Staff are trained to ensure that pupils with SEND are supported to access the full curriculum. Attainment is tracked weekly on SOLO Taxonomy self-assessment grids in books and termly teachers complete assessment grids and inform pupils, parents and teachers of their progress. Under-performing and borderline pupils are identified at Pupil Attainment Review meetings and targeted questioning is used to move key pupils forward in their learning. Ongoing formative assessment includes high quality questioning, teacher observations - particularly around children’s verbal contributions, peer talk and collaborative learning as well as written outcomes from lessons. SOLO Taxonomy self-assessment strips are used by staff as an assessment opportunity to help gain an understanding of knowledge and progression.

Key documents

Please click the links below to download

Religious Education Curriculum Map

Religious Education Policy

Church of England Statement of Entitlement

Note

Parents/carers will have chosen a church school for their children because of the ethos, special opportunities for worship and learning that it gives all the children in the school community. However, under the 1944 Education Act parents do have the right to withdraw children from R.E. and Worship.