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