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R.E. Subject Leadership

                               Gilded Hollins Primary School                              

                                      Subject Leadership of

Religious Education 2021-22

 

We aim for our children to become knowledgeable in and have empathy for world faiths and cultures. RE is a tool for children to celebrate difference and to prepare them for a happy and successful life in modern Britain.

 

We have high aspirations for all our children and equip them with values, knowledge and understanding to live and work happily and successfully alongside others.

Intent

 

Religious Education makes a significant contribution to a child’s spiritual, moral, social and cultural development. The RE curriculum in Gilded Hollins follows the SACRE Wigan Agreed Syllabus, published in July 2017. Our aim at Gilded Hollins is to work with children so that they understand what others believe in order to live in peace alongside each other.

 

Our teaching of RE is based on an enquiry-based approach to learning. It focuses on improving standards of religious literacy and has an academic rigour that will equip children with the knowledge and skills to engage with religious issues worldwide. Our teaching of RE aims to ensure that our children have a sound knowledge and understanding of a variety of religious traditions and cultures. We give children the opportunities to discuss in detail religious beliefs, moral issues and ultimate questions. They are encouraged to contemplate their own and others’ viewpoints both religious and secular, and to practise the skills of listening with empathy and understanding. We aim to prepare children for life in modern Britain, giving them an understanding of events both national and global.

 

The focus of our teaching is Christianity in line with government guidelines, but we explore the beliefs and practices of other religious traditions represented locally, nationally and globally as we prepare the children to live in a diverse society. Our teaching of RE makes a significant contribution to the development of our literacy skills. It promotes the development of questioning, discussion, critical thinking, reading, writing, reasoning and evaluative skills. Expectations in respect of pupil progress in the National Curriculum with regards to English are reflected in the expectations of pupil progress in the RE curriculum.

 

Continuity and progression are built into the RE curriculum and the progression grid. The subject knowledge for each unit of work is provided for the children in Knowledge Organisers and these also include key vocabulary. Staff use these as a starting point for their planning and they also inform quizlets which are used to show progress within a topic. Staff plan for activities which will promote curiosity in the children and deep thinking and also encourage them to make connections and reflect on their own thoughts and beliefs.

 

All classes have the equivalent of 1 hour of RE each week, which may be blocked as appropriate. The RE curriculum is supported by visits and collective worship which is Christian in its focus.

The needs of SEND children are met through various means including the use of differentiated work, the use of support material e.g. word banks, the support of teaching assistants or Kagan structures as appropriate.

 

 

Areas taught across the school

 

 

AUTUMN

SPRING

SUMMER

EYFS

Being Special

Special Times (Christmas)

Special Stories

Special Time (Easter)

Special Places

Special People

KS1 (Y1)

What does it mean to belong?

Why do Christians celebrate Christmas?

What do Christians believe?

Why and how do Christians celebrate Easter?

Why do Christians love to tell stories about Jesus?

What does it mean to be part of a Jewish family?

KS1 (Y2)

How do we show we care for others?

Why and how are Christmas and Chanukah celebrated?

Who is an inspiring person?

Why and how so special places and symbols show what people believe?

What can we learn from Christian and Jewish creation stories?

What does it mean to be part of a Jewish family?

KS2 (Y3)

What makes some books sacred?

What are the deeper meanings of festivals of light?

What do different people believe God is like?

What matters to Christians about Easter?

What is worship?

What qualities do leaders of religions demonstrate?

KS2 (Y4)

Can religious teachings help us decide the best way to live?

How is Christmas celebrated in other cultures?

What do creation stories teach us about caring for the world?

Why is pilgrimage important to some religious believers?

Where, how and why do people pray?

How are faith communities represented in Wigan?

KS2 (Y5)

What are the five pillars of Islam?

How can art, architecture and poetry express belief?

What is important in Jewish life and worship?

Why is Easter so important to Christians?

Why do believers see life as a journey?

Why do believers see life as a journey?

KS2 (Y6)

Why, where and how do Hindus worship?

Can religions help to build a fairer world?

How are faith communities represented in the UK?

How do Christians follow Jesus?

Who has made a difference because of their beliefs?

Why do some people believe in life after death?

 

Plan for curriculum enhancements by visiting places of worship: mosque, temple, synagogue, church.

         

 

 

 

 

Implementation

Our Religious Education curriculum is taught in accordance with the locally-agreed syllabus for Wigan Local Education Authority. Each term, every year group will cover specific topics through an enquiry based approach in line with the school’s Long Term Plan. Questions such as: What does it mean to belong? What matters to Christians about Easter? What is important in Jewish life and worship? are explored through a range of activities. The curriculum provides opportunities for discussion and debate which engages and interests the children, making the world of religion come alive. Opportunities are taken to positively promote equality and diversity and to prepare the children for life in modern Britain.

 

Experiences and enrichment opportunities include:

  •  handling artefacts
  • exploring scared texts
  •  responding to images, games, stories, art, music and dance
  •  using imaginative play or drama to express feelings and ideas
  •  meeting visitors from local religious communities
  •  making visits to religious places of worship where possible, and where not, making use of videos and the internet
  •  taking part in school events (Harvest Festival, Christmas Carol Service, school performances)
  •  participating in moments of quiet reflection
  •  participating in assemblies
  •  using ICT to further explore religion and belief globally
  •  comparing religions and worldviews through discussion
  •  debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these
  • Making links between the curriculum e.g. exploring writing opportunities and using art as a stimulus for embedding knowledge

The skills developed through the teaching of Religious Education include :

  •  Questioning - asking relevant questions, to challenge and promote higher order thinking
  •  Investigating - investigating world religions, e.g. Judaism, Islam, Christianity- knowing how to gather information from a variety of resources, artefacts. - developing religious vocabulary e.g. to describe key features.
  •  Analysing - distinguishing between fact and opinion.
  •  Reflection - reflecting on feelings, relationships, beliefs.
  •  Empathy - showing consideration for other peoples’ thoughts, experiences and beliefs - developing the ability to show feelings of love, forgiveness and to see the world through other people’s view-points.
  • Expression - explaining religious views and responding to questions.
  •  Evaluation - debating issues of religious significance with reference to evidence and argument.

Teachers monitor progress continually and adjust their teaching accordingly. Much of the learning covered in RE is through enquiry and discussion. Assessment through questioning and verbal discussion is an area that the school is working hard to promote and enhance. 

 

To augment this on-going diagnostic assessment, the RE syllabus combines the two attainment targets for RE, ‘Learning about religion’ and ‘Learning from religion’ which enables a more focused assessment. Each unit in the syllabus has suggested assessment foci that are used by class teachers to assess the children’s skills and knowledge of each unit covered. In line with a whole school foundation subject assessment each unit begins with a ‘quizlet’ which shows what the children already know about the subject, checks prior knowledge and allows teachers to plan where to embed knowledge and where to extend. By analysing the results, teachers are then able to personalise learning for both very able, knowledgeable children, as well as supporting those children who have a poorer subject knowledge.

The final results of assessments are stored on INSIGHT, our tracking system and shared with SLT. In this way, I have a clear picture of children’s progress and achievement in RE right across the school. Annual results are held in the subject leader file and are used to help inform next steps in the children’s learning in RE.

In Foundation stage, learning is initiated from the child’s own knowledge and assessment of children’s knowledge is measured through the steps made in the EYFS profile and is evidenced in the children’s learning journals on Seesaw.

 

Impact

 

The children at Gilded Hollins enjoying learning about other faiths and why people choose, or choose not to follow a particular religion. Through their weekly lessons, the children are able to make links between their own lives and those of others in their community and in the wider world. Religious Education therefore acts as a hub between social aspects of learning, science and geography, facilitating opportunities for our children to develop an understanding of other people’s cultures and ways of life, which they are then able to communicate to the wider community.

 

Religious Education offers our children the means by which to understand how other people choose to live and to understand why they choose to live in that way and as such; this education is invaluable in an ever changing and shrinking world.

 

 

What the children have said

 

Knowledge

‘I know the story about how God created the world in a week’ (Year 1)

‘I know how Jews celebrate Chanukah with all the candles’ (Year 2)

‘I learned all about Muslims going to Mecca and what they wear and what they have to do when they’re there. I also know now why they go on a pilgrimage.’ (Year 4)

‘I know all about the synagogue and what it is like because we went there. I loved looking down at the torah scroll from the gallery.’ (Year 5)

Why study RE?

‘It helps me to think about why things are special.’ (Year 1)

‘It made me question whether things are morally or ethically right.’ (Year 6)

'It helps you to understand why people may dress differently.' (Year 4)

'It makes me more empathetic to others and their beliefs.’ (Year 5)

 

Current standards and progress

 

The Sacre RE curriculum introduced 18/19 year has clear assessment foci that teachers use to inform their assessments. Quizlets can be used to support the teacher's assessment. Data from INSIGHT shows that attainment in RE is broadly in line with core subjects.

 

 

Next Steps for 2022-23

 

-  Review the units of work in RE planning for a more creative approach

- CPD for all staff to improve teaching and learning in RE

-  Continue to build a bank of religious visitors to come in to school to support units of work

-  Encourage educational visits to a range of religious settings

-  Embed a culture of reflection and curiosity in RE lessons

 

RE at Gilded Hollins

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