Rationale

Rationale for RE at Tibberton CE primary School

Religious Education (RE) plays an important role in defining the school’s distinctive Christian character. The subject is regarded as a core subject within the school’s curriculum. It has a vital role in developing and deepening pupils understanding of Christianity, in all its forms, and fostering appreciation and understanding of other faith traditions.

As the Church of England document, ‘Making a difference? A review of Religious Education in Church of England schools 2014’ recommends that the RE curriculum in all schools should,

“…….ensure it provides a more coherent, progressive and challenging approach to the teaching of Christianity within the context of the wider exploration of the diversity of religion and belief in the modern world”

“……explore ways of extending pupils’ ability to think theologically and engage in theological enquiry as part of their learning in RE”

Religious education enables children to investigate and reflect on some of the most fundamental questions asked by people. At Tibberton CE Primary School we develop the children’s knowledge and understanding of the major world faiths, and we address fundamental questions concerning, for example, the meaning of life and the existence of a divine spirit.

At Tibberton we promote a Christian ethos, and, by example and direct teaching, follows and promotes the teachings of Jesus, whilst recognising that not all of its members will be practising Christians. We recognise that the personal development of pupils, spiritually, morally, socially, culturally and physically, plays a significant part in their ability to learn and achieve. We champion the importance of Christian, Human and British Values, placing them at the heart of our Ethos and treating them like a ‘Golden Thread’ that runs throughout our school.

We enable children to develop a sound knowledge, not only of Christianity, but also of other world religions. Children reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help the children learn from religions as well as about religions. We encourage respect for people of all faiths and for those with no faith.

RE Statement of Entitlement

RE teaching at this school will be in line with the recommendations of the Statement of Entitlement for Church Schools, published by the Church of England Education Office (June 2016), see link below:

Christianity will, therefore, be no less than two thirds of RE curriculum time. The teaching of Christianity is core to the teaching of RE in this Church of England school. However as a Church school we have a duty to foster an accurate and increasing understanding of world religions and worldviews. As a result, pupils will gain greater insight into the world in which they are growing up. They will also learn to appreciate the faith of others and develop a deeper understanding of their own ideas and beliefs. These outcomes must contribute to harmonious relationships within and between communities, promoting social inclusion and combating prejudice and discrimination.

RE Curriculum

RE teaching also follows the legal requirements of the Education Reform Act (1988), which places RE as part of the basic curriculum; a statutory subject which is an entitlement for all pupils.

We plan our Religious Education curriculum in accordance with T&W Agreed Syllabus and the Understanding Christianity Resources. We ensure that the topics studied in religious education build upon prior learning. We offer opportunities for children of all abilities to develop their skills and knowledge in each unit, and we ensure that the planned progression built into the scheme of work offers the children an increasing challenge as they move through the school.

In addition, the school uses the Lichfield Diocesan RE Guidelines and other appropriate materials to enhance teaching and learning including access to the Multicultural Development Team resource bank at Hollingswood Primary.

At least 5% of curriculum time will be dedicated to meeting explicitly RE objectives, although the subject may be taught across the curriculum when appropriate. Within this teaching allocation at least two thirds of subject content will be allocated to an exploration of the Christian faith, and the concepts, beliefs, teachings and practices that lie at its heart.

The aims of Religious Education in our school are:

  • To enable pupils to know about and understand Christianity as a living faith that influences the lives of people worldwide and as the religion that has most shaped British culture and heritage.
  • To enable pupils to know and understand about other major world religions and worldviews, their impact on society, culture and the wider world, enabling pupils to express ideas and insights.
  • To enable pupils to develop knowledge and skills in making sense of religious texts and teachings and understanding their impact on the lives of believers.
  • To develop pupils’ abilities to connect, critically reflect upon, evaluate and apply their learning to their own growing understanding of religion and belief, of themselves, the world and human experience.
  • To develop an understanding of religious faith as the search for and expression of truth, and so to consider important human questions, values and concerns.
  • To nurture understanding, respect and open-mindedness and inspire lifelong engagement with the study of religions and beliefs.
  • To foster a positive attitude and enthusiasm for Religious Education;
  • To ensure that a child’s education is set within a context that is meaningful and appropriate to their age, aptitude and background;
  • To fulfil the requirements of the Telford and Wrekin Religious Education Syllabus and Understanding Christianity Scheme of Work
  • To link Religious Education with our Creative Curriculum where possible, providing children with an engaging, motivating, challenging and inspirational curriculum experience;
  • To develop an awareness of spiritual and moral issues in life experiences;
  • To develop knowledge and understanding of Christianity and other major world religions and value systems found in Britain;
  • To develop an understanding of what it means to be committed to a religious tradition;
  • To help children to be able to reflect on their own experiences and to develop a personal response to the fundamental questions of life;
  • To develop an understanding of religious traditions and to appreciate the cultural differences in Britain today;
  • To develop investigative and research skills and to enable children to make reasoned judgements about religious issues;
  • To help children have respect for other peoples’ views and to celebrate the diversity in society.

We carry out the curriculum planning in Religious Education in two phases (long-term and medium-term). The long-term plan (Appendix 1) maps the Religious Education topics studied in each term during each key stage and takes the form of a two year cycle at KS1 and a four year cycle at KS2.Our medium-term plans give details of each unit of work for each term.

The class teacher writes the plans for each lesson and lists the specific learning objectives, which include the success criteria for that lesson. S/he keeps these individual plans and can discuss them on an informal basis with the RE subject leader.

In the Early Years, religious education is taught through the Knowledge and Understanding of the World and aspects of PSED. During the Foundation Stage, children will begin to explore religion through learning about special or sacred people, books, times, places and objects. They listen to and talk about stories. They will reflect on their own feelings and experiences. They will use their imagination and curiosity to develop their appreciation and wonder of the world.

4) Assessment and Monitoring

We assess children’s work in Religious Education by making informal judgements as we observe them during lessons. We mark a piece of work once it has been completed and we comment as necessary. We are using the Understanding Christianity Key areas of learning to assess children’s attainment against.

The RE subject leader is responsible for monitoring the standards of the children’s work and the quality of the teaching in Religious Education. S/he is also responsible for supporting colleagues in the teaching of Religious Education, for being informed about current developments in the subject and for providing a strategic lead and direction for the subject in the school.

The outcomes for pupils at the end of their time in our school are that they are able to:

  • Compare and contrast the key beliefs and practices of the religions studied and show how they are connected to believers’ lives
  • Describe different aspects of belonging to a religion – symbol, story, festival, belief, faith in action, ritual, worship
  • Express religious beliefs and ideas with the appropriate language, vocabulary and terminology and describe what they mean
  • Ask questions sensitively about the lives of believers and suggest appropriate answers
  • Reflect on the decisions people make – including believers – and suggest possible outcomes
  • Compare their own experience and identity with others – including believers
  • Reflect and empathise with the big questions of life, suggesting some answers / insights
  • Be confident to explore their own spirituality and search for truth
  • Value the religious journey of faith
  • Develop pupils' ability to interpret and appreciate religious imagery and expression

5) Resources

We have resources in our school to be able to teach the whole religious education curriculum.

Extra resources are readily available from the Multicultural Services Resource Library. There are bibles for both key stages, and a collection of religious artefacts which we use to enrich teaching in religious education. The school library has a good supply of RE topic books to support the children’s individual research.

6) Equal Opportunities and Inclusion

In Religious Education all Teachers should set high expectations for every child. They should plan challenging work for children whose attainment is significantly above the expected standard (more able). They have an obligation to plan lessons for children who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should set all children targets which are deliberately ambitious (Primary National Curriculum 2014).

7) Governance

The named Foundation Governors, with responsibility for Religious Education, are:

Mrs Sascha Thomas and Rev Edward Ward.

The Governors will regularly liaise with the RE subject leader and provide feedback to the whole governing body, raising any issues that require discussion.

Appendix 1