The intent of our RE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this, they will become independent and responsible members of a society who understand and explore big questions about life. They can find out what people believe and what difference this makes to how they live. This will allow our children to make sense of religion and reflect on their own ideas and ways of living. We provide our children at Grove Lea with opportunities for them to learn about and from religions and worldviews in local, national and global contexts. They can discover, explore and consider different answers to these questions. They will be equipped with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities. Our children are encouraged to develop an aptitude for dialogue so that they can participate positively in our society, with its diverse religions and worldviews. School has identified key intentions that drive our RE curriculum.
To build a curriculum subject which develops learning and results in the acquisition of knowledge.
To build and review a curriculum subject which ensures children recognise and celebrate cultural diversity
To personalise a curriculum subject which results in children understanding what it means to be a British Citizen or, someone from another country who lives in Britain. To develop an awareness and tolerance of living in a multi-cultural society and being mutually respectful towards the beliefs of others.
Scheme of work: School follows the Programme of Study for RE as suggested in the Wakefield Agreed Syllabus and has a scheme of work that reflects this for each Key Stage. The scheme is supplemented by resources from Discovery RE, Natre and RE today
During each Key Stage pupils are taught knowledge, skills and understanding through learning about several religions, beliefs and outlooks upon life. These include: The Christian, Muslim, Hindu, Sikhs, Jewish and Humanist way of living. The children learn about these religions as we live in a diverse and respectful country. The children learn about people through three key questions: Believing, Expressing and Living.
Each unit of work within the progression grid identifies prior learning and shows how this is built upon. We have organised the Wakefield syllabus and the Discovery RE curriculum to allow time for a theme to run through the school e.g. Christmas and Easter. This allows the children to work with other children in school. Not just their peers.
Teaching: RE is taught in a unit within a term to allow suitable links to be made to specific religious festivals taking place. Resources: Children gain a deeper understanding of the religion studied through the use of high quality resources/artefacts, visitors and visits.
Planning and Teaching: The following skills are used, in order to strengthen the skills and deepen the understanding and knowledge taught: Investigating, Reflecting, Expressing, Interpreting, Empathising.
Attitudes fundamental to RE: Curiosity and wonder, commitment, fairness, respect, self- understanding, open-mindedness, critical mindedness and enquiry. These work alongside the SMSC links and British Values implemented within school as a whole assemblies: Whole school and Class.
Visits and Visitors: Community walks to our local churches. Assemblies led by the Gospel Hall.
Assemblies from Religious Leaders from a variety of Religions.
Pupil Discussion: Children can discuss and compare the lives of people they have studied from a variety of different religions.
Children will make at least good progress from their last point of statutory assessment or from their starting point in Nursery.
This will be measured by the: Progress from a child’s starting point or Attainment at each point of statutory Assessment.
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.
Children learn to tackle stereotypical thinking and challenge stereotypes by using their informed knowledge.
Children learn about important people from the past and the present who have been or are positive role models and who are of a different race or religion.
