Religious Education

Intent Statement for RE
 

• To have a substantive knowledge across a range of religious, non-religious concepts and world views.

• Become secure with key words, practises and fluid connections across religion.

• To develop a personal knowledge including values, experiences and a sense of own identity.

• Having the tools to know how to find out more and to be able to accurately identify reliable sources (texts, observations, questioning, encountering faith practitioners, visits, etc…)

• Lessons have an intention of providing a high quality, coherent and progressive experience of the subject, with scope for cross-curricular learning

 

Implementation

 

• Tipton Green’s RE scheme of work follows the agreed Syllabus for Religious Education (RE) has been created by the Sandwell Agreed Syllabus Conference. In addition, the use of ‘Discovery RE’ to support the quality of teaching and lessons.

 

• Support is available to staff via ‘Discovery RE’s Mentor’ and through help sheets provided for each topic, to ensure that teachers have sufficient subject knowledge.

 

• Unit overviews are designed and mapped with an end of key stage expectation of knowledge/ understanding, evaluation and personal resonance as guided by Sandwell. The curriculum overview allows staff to identify previous year groups learning focuses.  Linking back to Tipton Green’s lesson expectations- all lessons should start by introducing the success criteria, discussing previous learning and key subject specific vocabulary.  This allows knowledge to be embedded and revisited. Emphasis on personal growth and community cohesion is evident, allowing for personal development for all children.

 

• The key skills in RE are discussed with children in every lesson and children should be aware of these skills.

 

• End of unit assessments are available to support teachers in making sure children have reached the intended outcomes (this is via answering the key question posed at the beginning of the unit and the purpose of investigation/ enquiry their work). Children can reflect on their use of the skills and know how to progress.

 

• How teachers use assessment to check pupils’ understanding in order to inform teaching, and to help pupils embed and use knowledge fluently and develop their understanding, and not simply memories disconnected facts.

 

Impact

 

• Using Sandwell and Discovery RE to support allows our RE curriculum to support  children to have a better understanding of the religions that make up the UK landscape and how they can learn from and work alongside each other to create community cohesion.

• All children will be more informed about their position in the world, and the decisions they can make impacting their future.

• All children in school will be able to talk confidently about their wellbeing, moral and cultural development for the society in which they live.

• The RE curriculum will promote British Values, inquisitive minds, respect, tolerance and understanding for all those around them including themselves.

•  The curriculum enables high quality work to be produced. This evidence will be seen through using the correct vocabulary, explanations and respectful opinions, as well as cross-curricular evidence.

•  Impact will be seen by all teachers and children enjoying the experience of teaching and learning RE and understanding how it can help them in their future.