RE Curriculum

Intent

At Lincoln Gardens Primary School we believe that RE plays a vital role in our curriculum It is our intent for the Religious Education element of our school curriculum to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to answer challenging questions, explore different religious beliefs, values and traditions and develop a more rigorous understanding of the numerous religious traditions, beliefs and practices that are followed in our multi-cultural society. We want the children to understand the connection between religious education which will enable them to combat prejudice, preparing them for adult life, employment and life-long learning.

Coverage and progression

The devised progression maps allow staff to ensure the children have made clear progression throughout the school and build on previous knowledge and skills from previous learning.

Religions – Exposure to develop a more rigorous understanding of the numerous religious traditions, beliefs and practices that are followed in our multi-cultural society.

Year 1: Religion Coverage – Christianity and Islam
Year 2: Religion Coverage – Christianity and Islam
Year 3: Religion Coverage – Christianity, Judaism and Islam
Year 4: Religion Coverage – Christianity, Hinduism and Judaism
Year 5: Religion Coverage – Christianity, Hinduism and Islam
Year 6: Religion Coverage – Christianity, Islam, Judaism and Hinduism

Sticky knowledge is integral to the teaching of RE as it is vital to build upon the vocabulary and knowledge of the religions,. This embeds previously taught knowledge which allows the pupils to provide evidence of progression throughout the school, using well justified answers and informed opinions..

The aims of RE are:

  • Develop an awareness of spiritual and moral issues in life experiences.
  • Develop knowledge and understanding of Christianity and other major religions.
  • Develop an understanding of what it means to be committed to a religious tradition.
  • Be able to reflect on their own experiences and to develop a personal response to the fundamental questions in life.
  • Develop an understanding of religious traditions and to appreciate the cultural differences in the world around us.
  • Develop investigative and research skills and to enable the children to make reasoned judgements about religious issues.
  • Respect other peoples’ views and to celebrate diversity.

Teaching and Learning

We use a variety of teaching and learning styles in our RE lessons. We believe in whole-class or small group teaching methods and combine these with enquiry based learning that engages the pupils to ask questions and create discussion about religions which will deepen and extend understanding. The children are expected to evaluate and give well-founded reasons by justifying their conclusions or views to enquiry.

In RE lessons we use a balance of first-hand experience, access to examples of living religious practice to research RE topics and high quality resources (some web based) to stimulate learning.

We recognise RE is highly effective when opportunities for reflection and creativity are integrated within lessons for pupils’ engagement enabling them to deepen understanding and present their findings.

We recognise that there are children with a wide range of abilities in all classes and provide suitable learning opportunities for all children by differentiating the tasks and giving each pupil time to reflect on their learning which gives different outcomes.

Enrichment within RE


As part of the RE curriculum we believe it is important for children to have the best learning experiences while they are with us. In order to give children these experiences we provide the opportunities for trips to places of worship, visitors into school. Also a school we enter the yearly Spiritual Arts competition that is run by SACRE.

RE Curriculum Planning

EYFS


The foundation stage deliver the RE content through the ‘understanding of the world’ strand of the EYFS curriculum. I am special, special people, special times, special places, special books and special objects.


Key Stage 1 & 2


The Local Authority agreed syllabus, (East Riding RE Syllabus) is used in order to teach RE. A whole school progression map for RE builds on and extends previous learning and key subject related vocabulary. Teaching staff use the progression map to create engaging learning opportunities and adapt lessons to meet the learning objectives and needs of our children. Children of all abilities have the opportunity to develop their skills and knowledge through planned progression we offer them an increasing challenge as they move through school.

The long term and medium plans are based on the progression maps which gives details of the key objectives and skills that are required in each year group. These plans are created around the RE aims to ensure progressive coverage throughout the school. The Learning objectives for each Year group have been audited by the RE subject leader to ensure that all topics and skills have been covered.

Short term plans are written by class teachers for individual RE lessons. These plans list specific learning objectives and layered outcomes and how these objectives are to be achieved through differentiated and extended learning opportunities


Equal opportunities


The teaching of RE endeavours to ensure that all pupils receive equal access to educational opportunities, regardless of the religious beliefs, gender, race, ability and social background. Care is taken in RE to avoid the reinforcement of negative or stereotypical images and RE aims to celebrate and appreciate cultural diversity through a variety of materials and experiences.


Inclusion


We recognise that all children are different and progress at different rates. Some children with specific needs may not be working at the same level as their peers. Therefore, we carefully plan lessons in order to support children with these differing needs and ensure their learning is appropriate for their stage of development. We aim to challenge all our children. It is an integral part of our teaching strategy to support and encourage children to reach their full potential and to believe in their own abilities.

Resources

The use if artefacts in RE is vital to further enhance the understanding of all learners in the subject. Each religion studied has their own designated resource box which are use to support the teaching of the specific religion. The artefacts are also supported by the use of topic books and ICT equipment such as laptops, tablets and digital cameras.

Assessment, recording and reporting

Formative assessment is regularly used to asse3ss children’s work in RE. All work is marked and assessed using the school marking policy in which strengths and misconceptions are identified. Pupils reflect on their own learning, at all levels, to share their own success against the given success criteria. At the end of each term, pupils are assessed as working towards, working at expected standard or working at greater depth against the objectives for each year group. The children’s attainment is a judgement made by the teacher through the regular use of FFT Aspire. Every year, attainment is reported on the annual report.

Monitoring and Review

Monitoring the standards of children’s work and the quality of teaching in RE is the responsibility of the class teacher and the RE subject leader. Monitoring will be done through: 

  • Termly book scrutinies
  • Pupil voice
  • Staff voice
  • Lesson drop ins.
  • Annual governors report