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RE

 

 

RE

 

OVERVIEW

At Harwood Meadows, our RE curriculum aims to ensure all our children gain a deep understanding of a wide range religions, faiths and beliefs. Once an understanding of different religions is established, this knowledge will be used to engage pupils in an enquiry based approach where they can make links between religions and how people live their lives and how religion can help us to make good choices within our own lives and how we can help others.

Through the teaching of RE, strong curriculum links will also be consolidated through, especially with RHE, giving pupils the underpinning knowledge and transferable skills to make good choices in life, to combat prejudice and prepare them for adult life.

 

INTENT

  • As our children at Harwood Meadows are predominantly Christian and secular, our RE curriculum focusses on Christianity as well as Judaism, Hinduism and the Muslim faith.  Our intention is to enable all children to develop an understanding of a wide range of religions, faiths and beliefs.
  • Through teaching the children about various faiths and religions, they will gain a deeper understanding about key religious leaders and their impact on our lives.
  • It will also enable children to develop their knowledge and understanding of how the growth, development and influence of Christianity and other world faiths has influenced history, democracy, society and our lives today.
  • RE lessons will make links with other subjects where appropriate and relevant.  Opportunities will be provided for children to revisit religions and/or celebrations each year (such as Christmas and Easter), allowing the children to consolidate and further develop previous learning making links across units of work.
  • Through their understanding of RE, learners will develop an understanding of democracy in the UK and how Christianity underpins British Values and British society.

 

IMPLEMENTATION

  • In Foundation Stage (UW) the children begin developing their knowledge of religion through experiencing religious and cultural festivals and listening to religious stories including Christmas, Diwali and Chinese New Year
  • Through KS1 and KS2, children progressively build on previous knowledge and skills predominantly using Bolton’s guidance
  • Strong links are made with English.  Religious stories, case studies, songs and research methods are shared and carried out with the children and children have the opportunity to write about their own opinions, experiences and views
  • As children gain an understanding of similarities and differences between religions, they develop an understanding and empathy for others.  RE is a stimulus and a springboard for the development of thinking and reasoning, understanding cause and effect and conflict resolution
  • Children learn how to recognise and respond to unacceptable behaviours.  They learn what to do and where they can go for help if needed. 
  • Children learn ways in which they can help others e.g., harvest donations, Ten Commandments, religious charity work
  • Art and drama are closely linked with RE as children use these subjects to communicate what they have learnt.
  • Teachers use first-hand experience, such as artefacts, visits, visitors and primary sources of evidence to engage the children’s interest in RE.
  • In the summer term, all year groups study a question that links to all religions such as ‘What does it mean to belong to a faith community?’ This allows children to revisit previous knowledge learnt about various religions and build on their knowledge and understanding enabling their learning to embed into their long-term memory.

 

IMPACT

We focus on progression of knowledge and skills and discreet vocabulary which also form part of the units of work. We measure the impact of our curriculum through the following methods:

  • Assessing children’s understanding of topic linked vocabulary before and after the unit is taught
  • Summative assessment of pupil discussions about their learning
  • Images and videos of the children’s practical learning
  • Interviewing the pupils about their learning (pupil voice)
  • Subject leader monitoring of standards
  • Teacher dialogue where pupil’s work is scrutinised and there is the opportunity for teachers to understand their class’s work and develop curriculum opportunities further.

 

RE will have a presence in the ethos of the school through displays, assemblies, music and drama. Parents, grand-parents and visitors will be encouraged to support the teaching and learning of RE. Pupils will develop an understanding and respect for their family, teachers, peers and anyone they come into contact with throughout their life.

Children will develop a strong understanding of British Values and democracy and reflect this in their everyday attitudes and actions.

Pupils will grow in knowledgeable, respectful and responsible adults, ready to face the world as they move onto their next milestone of starting high school.

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