Christ Church (Erith) C of E Primary School Lesney Park Road, Erith, Kent, DA8 3DG

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1 Our helps our school to meet our school aim; We aim to be an outstanding school that welcomes and nurtures each individual s gifts as a unique child of God, in a safe and creative Christian environment, inspiring curious minds. Purpose This policy is intended to support all school staff in delivering Religious Education. Audience All Teachers and TAs, Governors and other members of staff need to have read it, and be aware of its contents. A copy of the policy will be stored on the school s Team Server. This policy should be read in conjunction with all other school policies. Parents and children need to have a copy of the summary, which will be published in the school prospectus. Copies of the full policy are available from the office and on the school website. 1. Introduction Religious Education is an educational activity with Christianity at its centre, which promotes the spiritual, moral, social and cultural development of pupils and nurtures our school Christian values: Joy, Honesty, Forgiveness and Respect.

2 2. Aims to gain a secure knowledge and understanding of Christianity as expressed in the traditions of the Anglican Church to recognise that religion is a living reality in the community. to be introduced to some of our neighbours religions, and to learn to respect different faiths to mature in their own beliefs, values and behaviour, by reflecting on religious beliefs and practices to have an understanding and knowledge of the spiritual dimension of life through the study of Christianity and other principal religions. Objectives to develop the skills of enquiry into religion and their relevance today. to know and understand the beliefs and teachings, practices and traditions, festivals of Christianity, particularly those of the Anglican Church and of the other principal religions. to understand what effects these beliefs may have on themselves and the lives of members of these faith communities. RE must be taught to all registered pupils (unless withdrawn by their parents). This is a statutory requirement. In this respect it is different from National Curriculum subjects. It must therefore be taught in the Reception class within the Areas of Learning, through the EYFS curriculum.

3 3. Teaching and Learning Style We use a variety of teaching and learning styles in Religious Education lessons. Our principal aim is to develop the children s knowledge, skills and understanding and we do this through a mixture of whole-class teaching and individual/group activities. Teachers draw attention to good examples of Religious Education as models for the other children and we encourage the children to evaluate their own work as well as the work of other children. Within lessons we give the children the opportunity both to share and challenge opinion, and they have the opportunity to use a wide range of resources. In all classes there are children of differing abilities. Whilst recognising this fact, we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. Activities build upon the prior learning of the children. While there are opportunities for children of all abilities to develop their skills, knowledge and understanding in each activity area, there is planned progression built into the scheme, so that the children are increasingly challenged as they move up through the school. Skills Investigations - asking questions, information gathering, evidence and enquiry. Interpretation understanding meaning and symbolism, religious language, suggested meaning. Reflection feelings, relationships, experiences, ultimate questions, beliefs and practices. Empathy consideration of thoughts, feelings, experiences, attitudes and beliefs of others seeing through another s eyes. Evaluation discuss and see both sides of the argument.

4 Attitudes to Foster Christ Church (Erith) C of E Open-mindedness Tolerance recognising the right of others to hold different views and beliefs from our own Respect for self and others Sensitivity an awareness of others thoughts and feelings Appreciation for the diversity of different cultures, beliefs and customs Commitment developing a set of values by which to live. The Role of the Teacher To organise and plan suitable activities which meet the needs and experiences of individuals and the New Rochester Scheme. To promote high standards of achievement and attainment in RE To provide opportunities for explanation by the teacher. Discussion between the teacher and pupils and between pupils themselves. To consider opportunities for cross-curricular work, to show the relevance of RE in the broader framework. e.g. within CLJ sessions To promote RE positively. The Learning Environment - To support learning in RE There should be an availability of interesting and stimulating resource material i.e. books, posters, videos DVDs, websites, artefacts, visits and visitors etc., related to work in hand. We should endeavour to provide authentic artefacts. An atmosphere where children feel able to express their own thoughts and feelings, and where they are encouraged to ask questions.

5 The aim of Religious Education is encompassed in two Attainment Targets AT1 LEARNING ABOUT RELIGIONS AT2 LEARNING FROM RELIGIONS The two attainment targets have equal weighting in Religious Education Teachers plan for a balance between these two attainment targets in each unit and where appropriate in each lesson. Learning About Religions When learning about religions children will: develop knowledge and understanding about the beliefs, teachings, practices and lifestyle of Christianity, especially the Anglican Tradition. develop knowledge and understanding about the beliefs, teachings, practices and lifestyle of other religious traditions especially, Judaism, Islam, Hinduism and Sikhism. develop knowledge and understanding of ways of expressing meaning; i.e. understanding what religious people believe do and how they express themselves Learning From Religion When learning from religions children will develop skill of asking and responding to questions: o of identity and experience. o of meaning and purpose o of values and commitments i.e. making sense of who we are /of life / and of right and wrong

6 Learning From Religion Christ Church (Erith) C of E When learning from religions children will feel valued as an individual, a child of God reflect on their own lives, and place their experience and feelings in a wider context learn to differ and to respect others empathise with others question and look for answers to the big questions in life about meaning and purpose give a reasoned, personal response to religious teachings explore their own beliefs and values live by their beliefs and values appreciate times of stillness and quiet reflection develop a sense of awe and wonder, joy and thankfulness use their imaginations express their own thoughts and feelings in a variety of ways 4. Religious Education Curriculum Planning Religious Education is a core subject at our school. Religious Education is taught following the New Rochester Scheme of Work with adaptations to accommodate the schools mixed year groups. The scheme follows a single year cycle for all classes except in Year 4/5 where there is a two year cycle. Religious Education is taught as a separate area of the curriculum except in the Foundation Stage (FS2) where it is covered within the Areas of Learning of the EYFS curriculum. Long, medium and short term plans follow the New Rochester Scheme. Teachers adapt and annotate the given plans. The Scheme ensures continuity of experience, knowledge and understanding. At Key Stage One and Reception (FS2) the teaching of Christianity explores the concept of Special. At Key Stage Two in Y3 Y6 Christianity is taught in each year group in addition to one other world religion. AT2 encourages the children to examine the how this relates to their own lives.

7 5. The Foundation Stage Christ Church (Erith) C of E At the Foundation Stage, Religious Education will be taught through the Early Learning Goals within the EYFS Curriculum Communication and Language Personal, Social and Emotional Development Physical Development Expressive Arts and Design Understanding of the world Mathematics Literacy Two areas of learning which most relate to the subject matter of RE are; Personal, social and emotional development and Understanding of the World. Personal, Social and Emotional This includes spiritual and moral development, as in the following statements. Children will Have a developing awareness of their own needs, views and feeling and be sensitive to the needs, views and feelings of others; Have a developing respect for their own cultures and beliefs and those of other people; Understand what is right, wrong and why; Understand that people have different needs, views, cultures and beliefs, which need to be treated with respect. Understanding of the World. The following statements relate most closely to Religious Education. Children will- Find out about past and present events in their own lives, and in those of their families and other people they know; Observe, find out about and identify features in the place they live and the natural world; Begin to know about their own cultures and beliefs and those of other people.

8 Key Stage One Attainment Target One Learning about Religions To begin to know and understand the main beliefs and teachings, tradition, practices and festivals of Christianity, with particular reference to the Anglican Church. To be introduced to the other principal world religions through story and cross-curricular areas. In CLJ sessions e.g. PSHE, Knowledge and Understanding, Physical Development and Creative Development etc Attainment Target Two Learning from Religions To begin to develop the skills of enquiry and evaluation into religious practice and beliefs and begin to relate these to themselves and to explore some moral issues arising from these. Key Stage Two Attainment Target One Learning about Religions To develop knowledge and understanding of the main beliefs and teachings, practices and festivals of Christianity, with particular reference to the Anglican Church. To develop knowledge and understanding of the main beliefs and teachings, practices and festivals of the other principal world religions studied over the Key Stage. Attainment Target Two Learning from Religions To develop the skills of enquiry into religions and their relevance to moral issues and To be able to consider the various claims of religions and the reasons which lead people to accept or reject particular religious stances.

9 6. Contribution of Religious Education to Teaching in Other Curriculum Areas Teachers ensure that in Religious Education, children s standards in Reading, Writing, Mathematics and Communication, including ICT, remain constant. Personal, Social and Health Education (PSHE) and Citizenship Religious Education allows children opportunities to reflect on their personal opinions and those of others; develop respect for others and how faith groups involve commitment; community and charity. Spiritual, Moral, Social and Cultural Development The teaching of Religious Education offers opportunities to support the social development of our children through the way they are expected them to work with each other in lessons. Grouping allows children to work together and gives them the chance to discuss their ideas and experiences. Their work in general enables them to develop a respect for other children s levels of ability and opinion, and encourages them to cooperate across a range of activities and experiences. Children learn to respect and work with each other, and develop a better understanding of themselves and of each other.

10 7. Teaching Religious Education to Children with Special Educational Needs At our school we teach Religious Education to all children, whatever their ability. Religious Education forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our Religious Education teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child s different needs. Assessment against the attainment levels for Religious Education; allows us to consider each child s attainment and progress against expected levels. When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors classroom organisation, teaching materials, teaching style, and differentiation so that we can take some additional or different action to enable the child to learn more effectively. This ensures that our teaching is matched to the child s needs. We enable pupils to have access to the full range of activities involved in learning Religious Education. Where children are to participate in activities outside our school, for example, a Religious Education event at another school, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.

11 Equal Opportunities Christ Church (Erith) C of E Every child will have the opportunity of equal access to R.E., unless parents exercise their right of withdrawal. 8. Assessment and Recording Teachers assess children s work in Religious Education by making assessments as they contribute to discussion and work produced creatively or in Religious Education books. Progress made by children is judged against the learning objectives for the lesson. This informs future planning. Each session has assessment activities. These are related to the key stage statements of attainment. Children are assessed against the level descriptors twice a year. These records enable the teacher to make an annual assessment of progress for each child, as part of the child s annual report to parents. This information is passed on to the next teacher at the end of each year. 9. Health and Safety The general teaching requirement for health and safety applies in this subject. We encourage the children to consider their own safety and the safety of others at all times. 10. Resources There is a wide range of resources to support the teaching of Religious Education across the school. 11. Monitoring and Review The monitoring of the standards of children s work and of the quality of teaching in Religious Education is the responsibility of the Religious Education subject leader. The work of the subject leader also involves supporting colleagues in the teaching of Religious Education, being informed about current developments in the subject, and providing a

12 strategic lead and direction for the subject in the school. The Religious Education subject leader gives the Head Teacher an annual summary report in which s/he evaluates the strengths and weaknesses in the subject and indicates areas for further improvement. The Role of the Curriculum Leader To review the policy on a rolling cycle in accordance to school policy. To update the scheme of work in the light of changes in practice. To monitor planning, lessons, teaching and books To ensure the aims and principles of the policy are implemented. To monitor record keeping. To provide support for colleagues and lead or organise staff meetings To develop, order and monitor the use of resources. To attend appropriate in-service training and other professional development opportunities and disseminate to colleagues as needed. 12. Extra-Curricular Activities e.g. Opportunities to visit places of worship. Visit to Rochester Cathedral Church Services including Easter, Christmas Christmas Tree Festival Visitors to school 13. In Service training Whole staff training will be identified through the School Improvement Plan, and met through INSET provision. Jeannie Watts Religious Education Leader Policy Dated: 11 th July 2012 This policy will be reviewed every four years.

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