Intent
At Gusford, it is our intention that Religious Education will teach pupils to develop respect for others, including people with different faiths and beliefs, and help them challenge prejudice. By following The Emmanuel Project scheme, pupils will learn to explore their own beliefs (religious or non-religious) by examining issues of religious belief and faith and exploring how these impact on personal, institutional and social ethics. The enquiry based-approach of the scheme will encourage pupils to at first reflect on their own lives and support them to build a sense of identity and belonging within their own communities. Pupils will have the opportunity to develop their knowledge and understanding of different religions which will encourage them to think critically and ask thought-provoking questions. It is our aim, that by the end of their time at Gusford, all pupils will have developed a sense of awe, wonder and mystery for other worldviews and at the same time learnt to nurture their own identity.
Implementation
All pupils, from Reception to Year 6 will be taught following The Emmanuel Project scheme of work. It covers all areas of RE for the primary phase and follows an enquiry- based approach. Each unit of work will begin with an enquiry question which doesn’t have a specific right or wrong answer but will enable all pupils to reflect and come to a justified answer. In Nursery, children will be taught RE through the teaching of special religious festivals and holidays in the calendar, for example, Bonfire Night, Hanukkah and Easter.
In Reception, the RE learning is closely matched to Development Matters to contribute meaningfully to the child’s holistic development. It particularly focuses on supporting the child’s personal, social and emotional development, communication and language, and understanding of the world.
From Year 1 to Year 6, all pupils have a chance to answer the enquiry question fully as each unit of work is broken down into a four-step process; engage (Step 1), enquire (Step 2), explore (Step 3) and evaluate (Step 4). The first stage is the engagement stage and this will enable all pupils to reflect on their own life experiences which will take them on a journey from their world to the world of that religion. Then, pupils will enquire about an aspect of a religion that links to the key concept. Next, the pupils will spend 3 lessons exploring 3 areas (such as community practice and stories from religious texts) to help them understand the key concept. Then, they will evaluate their learning after reflecting on what they have learnt and consider what they can take from it. Children may then express and extend their learning in further lessons.
Impact
Teachers are eager to ensure that children are making progress with their learning throughout their RE journey. For every enquiry, children are assessed over three aspects of learning:
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a personal resonance with or reflection on the material/religion being studied to answer the enquiry question.
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knowledge and understanding of the material/religion being studied to answer the enquiry question.
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evaluation/critical thinking in relation to the enquiry questions.
In line with the non-statutory guidance issued by the RE council in 2013, these descriptors utilise the age-related expectations of working towards, working at the expected attainment and working beyond.
Cross Curricular Links
PSHE: Respect for values and opinions of others, developing confidence about their own beliefs and identities and being sensitive about the impact of their ideas and behaviour on others.
Science: Understanding the interdependence between people and the environment and the ways in which human beings are dependent on the natural world. Caring for and improving the environment and reflecting on how people’s actions can affect plants, birds and animals.
Geography: Exploring their own cultural and religious backgrounds and the range of different cultures that exist in the community. And learning about places with religious value or associations.
History: Considering how events in the past have shaped opinions and beliefs in the future.
English: Listening to the stories, viewpoints and ideas of others, including people from different religious traditions and articulating their own views and ideas. Using evidence from religious texts to explain opinions and interpret meanings. Communicating information, meanings, feelings, imaginings and ideas in a clear and consistent way. Learning key vocabulary to take part in discussions and explanations.
Maths: Working with timelines to sequence religious events. Understanding the calendar to recognise when key religious events take place.
Design and Technology: Creating physical symbols and religious artefacts.
Music: Remembering religious songs and hymns.
Computing: Using the internet for research e.g. researching the work of a charity.