Religious Education Curriculum Statement
At Plymouth Grove Primary School we deliver ‘Agreed Syllabus for Religious Education 2016-2021. This syllabus continues in the tradition of ensuring that RE is responsive to the changing nature of schools and education.
We aim to provide children the opportunity to develop, build and master their knowledge and understanding of their beliefs. They will show knowledge of previous learning and build and develop new skills and knowledge to show progression. We enable children to make links to their own lives and other beliefs.
The school believes that it is important for all children to have access to opportunities for spiritual development and awareness and understanding of the great religious traditions.
In school, we understand that speaking English as an additional language is a barrier for a significant proportion of pupils. But Pupils have the opportunity to learn and use new vocabulary . School contributes to children and young people’s education in schools, encouraging them to ask and discuss challenging questions about human life, beliefs, communities and ideas. In RE pupils learn from religions and world views about different ways of life in local, national and global contexts. They discover, explore and consider many different answers to questions about human identity, meaning and value.
All children are given the opportunity to access the curriculum at their level and are provided with the resources required to enhance their understanding. They are given opportunities to discuss their ideas and believes.
RE planning, taught as a separate session(36 hours at key stage 1 and 45 hours a year at key stage 2)
Staff has been made aware of topics to be taught each year, also that the new curriculum planning has been organised in year groups. It is saved on the ‘Teachers Only’ in appropriate year groups. The plans and objectives follow our schools Age Related Expectations (ARE) and enable progression and consistency throughout the school. All the resources are listed and clearly labelled. Age-appropriate RE resources are available.
Each Half-term Knowledge organizers, detail the key learning points of the Topic. Children are able to talk and discuss using key questioning. Some work is recorded in books. Key ideas are discussed and taught and children are able to talk about them.
Currently RE is taught throughout the school as a separate subject or linked with other areas. There are clear indications that all year groups teach RE as a topic.
The whole-school age-related expectations and planning in years groups ensure that prior knowledge and skills are revisited and built on as children progress through the school. Data collected in other subjects can be used to monitor their understanding and progress. RE Curriculum and action plans can provide clear ideas for the following academic year.
In RE, pupil are informed how they are doing and what they must do next to make progress. Pupil voice questionnaire is used during parliament meetings to check pupils views on the teaching of RE.
Teachers in RE should plan their approach to the whole key stage with the learning intentions of the end of the key stage in clear view. Suggested steps can support their planning towards the end of key stage outcomes. Own programmes of assessment can be devised to describe clear steps that lead to the end of key stage achievements. Using the learning outcomes for each key question is also essential when planning learning activities for pupils.
Children are encouraged to read questions, linked to their R.E lessons. They will be asked to read and write activities that are planned and have the opportunity to write own answers.
In our school we enjoy learning about other religions and why people choose to follow religion, or choose not to follow a religion. Through their R.E. learning, the children are able to make links between their own lives and those of others in their community and in the wider world. We can be sure that progress is made across all year groups.
If progress is not being made, support is immediate and steps provided to ensure all pupils achieve and make progress.
Evidence of impact in RE is not just collated through books, all our pupils contribute to school assemblies and faith celebrations.
During RE lessons, pupils’ learning can be assessed by verbal conversations with the teachers, questioning and their level of knowledge. Also assessing the level of the pupil’s understanding, the work produced in their books and projects and home research. Teachers will be able to say what individual pupils know and can do. KIC’s are also an important part in their own understanding and knowledge of the subject.
The Manchester Agreed Syllabus for RE provides targets for the end of each key stage. Evidence is gathered mainly through observation, oral discussion, written tasks, drawing, planning and through Pupils voice in school parliament meetings. The evidence assists teachers both in their planning and in their reporting to parents.
Fischer Family Trust curriculum tracker is used to record the progress the progress that pupils are making in terms of knowing more, remembering more and being able to do more at the end of each academic year. This will record whether the children are working towards the age related expectations, at the age related expectations or exceeding the age related expectations.
These judgements will be quality assured by subject leaders using first-hand evidence of how pupils are doing, drawing together evidence from pupil interviews, observations of tasks, reading tasks, work scrutinies and discussions with pupils about what they have remembered about the content they have studied.
These judgements will inform the curriculum and whether children are ready for the next stage of their education.