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Religious Education

  • Religious Education

    Intent

    At Half Acres Primary Academy, we follow the Wakefield Agreed Syllabus 2018 - 2023.  The principle 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 questions, as well as develop responses of their own. We aim to ensure that the Religious Education curriculum is challenging, engaging and relevant to pupils of all ages and abilities. 

    This curriculum is based on the acquisition of knowledge, skills and vocabulary with a focus on children knowing more and remembering more. With clear progression across year groups, as demonstrated in the progression model, this allows children to revisit and recap prior learning in order to embed skills and knowledge.

    The aims of RE

    1. Know about and understand a range of religions and worldviews, so that they can:
    • describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;
    • identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews;
    • appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
    1. 2. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:
    • explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;
    • express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues;
    • appreciate and appraise varied dimensions of religion or a worldview
    1. Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
    • find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;
    • enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all;
    • articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.

     

    Teachers have flexibility to decide whether lessons are taught discretely (on a week by week basis) or blocked as a wider theme. This may be seen at Christmas time when work about this Christian celebration is taught. Christian views and practices are referred to regularly to compare and contrast with beliefs in a range of other religions.

    Assemblies and the Values Curriculum are used as an opportunity to share and examine faith stories, explore and celebrate focus weeks and festivals (e.g. Easter, Diwali) and observe ‘special days’ within Secular Britain (e.g. Mothering Sunday, Remembrance).

    Implementation

    Schools have a statutory responsibility to deliver Religious Education to all pupils, except those withdrawn by parents. Schools must ensure that sufficient time is given in order to enable pupils to meet the expectations set out in the agreed syllabus, ensuring the curriculum is coherent and shows progression.

  • There is the expectation that there is a minimum allocation of 5% of curriculum time for RE. The table below is based on the most recent national guidance. 

     

    4-5s

    36 hours of RE e.g. 50 minutes a week or some short sessions implemented through continuous provision

    5-7s

    36 hours of tuition per year

    E.g. an hour a week, or less than an hour a week plus a series of RE days

    7-11s

    45 hours of tuition per year

    E.g. an hour a week, or a series of RE days or weeks amounting to 45+ hours of RE.

    At Half Acres Primary Academy evidence of the children’s learning can be found in their topic files in Key Stage 1 or in topic books in Key Stage 2. Topic books in KS2 enable the children to make cross curricular links. Leaders conduct pupil conferencing and interviews with the children to discuss their learning and establish the impact. 

    The children’s knowledge and understanding are assessed against the Agreed Syllabus statements. This is both ongoing, to inform future planning, and summative to share with staff, leaders and parents. This ensures the pitch of lessons is well matched to need and that, by the end of each key stage, required content within the Agreed Syllabus is adequately covered to prepare pupils for the next phase.

     

    Impact

    At Half Acres Primary Academy, we want the RE curriculum to impact on the children in the following ways:

    • Extend their knowledge and understanding of religions and beliefs.
    • Extend their ability to use religious vocabulary and interpret religious symbolism in a variety of forms.
    • Deepen their reflection on questions of meaning, offering their own thoughtful and informed insights into religious and non-religious views of life’s meaning and purpose.
    • Explore fundamental questions of beliefs and values in relation to a range of contemporary issues. 

     

    The impact will be achieved by providing pupils with challenging opportunities to:

    • Appreciate the importance of religion in the lives of many people.
    • Grow in understanding of the influence of belief on behaviour, values and attitudes.
    • Consider their own beliefs, values and attitudes.
    • Consider religious perspectives on contemporary social and moral issues.

     

    Through pupil voice, it is evident that children are beginning to know more and remember more. They are able to articulate key vocabulary appropriately.

     


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