Religious Education (RE)
The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own. Growing up in a multi-cultural society it is important for all children to learn about, and develop tolerance and respect for, people who share their own religious beliefs and those who follow different or no religious beliefs.
INTENT
The Boyle and Petyt Primary School (the School) follows the North Yorkshire Agreed Syllabus for Religious Education 2024 - 2029 for children in Years 1 to 6. North Yorkshire Agreed Syllabus for RE 2024
In the Early Years Foundation Stage, The School follows the principles of the Statutory Framework for the Early Years Foundation Stage: children learn about people, culture and communities, to gain knowledge of some similarities and differences between different religious and cultural communities in this country.
The School’s RE curriculum intends that children will:
- consider challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human;
- learn about and from religious and non-religious worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions;
- learn to evaluate wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully;
- be equipped with systematic knowledge and understanding of a range of religious and non-religious worldviews, enabling them to develop their ideas, values and identities;
- develop an aptitude for dialogue, so that they can participate positively in society, with its diverse religious and non-religious world views;
- gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence;
- reflect on their own personal responses to the fundamental human questions to which religious and non-religious worldviews respond;
- articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
IMPLEMENTATION
Teaching across the School follows the progression of components set out in the School’s RE Progression Map and, where appropriate, cross-curricular links are made. In the Early Years Foundation Stage, children develop a growing sense of awareness of self, community and their place within it through their lessons and the activities they engage in. In Years 1 to 6, children are taught RE as a weekly timetabled lesson.
In KS1 two religions are studied: Christianity and Islam.
In KS2 three religions are studied: Christianity, Hinduism and Islam.
In lessons children work as a class group, in small groups, in pairs and independently. Activities, facilitated by the teachers, incorporate collaborative learning activities and independent learning tasks and reflection. Children use iPads, lap tops and library books to research and investigate. Children handle artefacts and use other resources to support their learning.
Where appropriate, learning is enhanced by visiting experts. Visits from local clergy and faith groups support and enhance the teaching of religious education in lessons and through assemblies. Workshops run by experts and educational visits further support the teaching and learning in this subject. Six artefact boxes – one for each major faith – are shared by the cluster schools. Craven ‘Connecting Communities’ have a range of resources available for use by local schools. Craven Development Education Council (DEC) also provide resource boxes. People in the community share their knowledge and expertise with the School. Our local churches are used to enhance the teaching of a wide range of themes.
Lessons incorporate regular opportunities for ‘over-learning’.
All pupils, regardless of race, gender or ability, will have equal opportunities to participate in all activities. All pupils are encouraged to reach their full potential through the provision of varied opportunities and teaching is adapted to respond to the strengths and needs of all pupils. Teaching is child-centred and is based upon the pupils’ individual needs to ensure that they are taught effectively. When curriculum planning, opportunities are identified for all pupils to demonstrate their knowledge, understanding and skills. Evaluating lessons helps teachers to identify where changes can be made for future planning and development.
Within the School there are pupils with special educational needs and disabilities (SEND) and pupils of high ability who require support and guidance in different ways. School staff and the School’s Special Educational Needs Co-ordinator (SENCO) closely monitor the needs of all pupils to ensure that all pupils are engaged and supported. Pupils with English as an additional language (EAL) are supported and guided by their teachers as required.
IMPACT
Children’s progress is assessed by the RE teachers against the objectives and end points set out in the School’s RE Progression Map and essential knowledge overviews.
Lessons include regular low-stakes testing allowing teachers to evaluate the extent to which pupils know and remember more.
Written work is marked in accordance with the School’s Marking Policy. Monitoring is carried out by the RE Subject Leader through:
- Reviewing planning documentation.
- Discussions with staff.
- Pupil voice.
- Classroom observation.
- Work book monitoring.
Other monitoring is carried out by the Head Teacher, the North Yorkshire Senior Education Adviser and the Governors.