YSGOL TŶ COCH. Religious Education Policy. Initiated by: Date Approved: Version: Operational Date: Jan Date of Review: Jan 2017.

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1 YSGOL TŶ COCH Religious Education Policy Initiated by: Approved by: SMT Governors/SMT Date Approved: Version: Operational Date: Jan 2014 Date of Review: Jan 2017 Distribution: SMT/TLR s/all relevant staff Signed: Chair of Governors Signed: Head Teacher

2 Introduction This policy provides a statement of aims, principles and strategies for the teaching and learning of R.E. at Ysgol Ty Coch. This policy was developed in 1998 and revised in 2004, 2008, 2010 and Aims and Objectives At Ysgol Ty Coch we develop our children s knowledge and understanding of world faiths. We enable our pupils to develop a sound knowledge of Christianity and to address the fundamental questions in life. We encourage our pupils to reflect on what it means to have a faith and to develop their own spirituality and moral code. We offer opportunities for pupils to learn life lessons from religion as well as learning about religion. We aim to foster attitudes of tolerance, respect and understanding of others, their faiths and their cultures. Legal requirements of R.E. Legally, a school must offer R.E. unless parents request otherwise. Special schools including Ysgol Ty Coch however, are expected to deliver the R.E. curriculum as far as practicable. The teaching of R.E. s subject to the statutory regulations of the 1944 and the 1988 acts (see Appendix 1). The teaching of R.E. in Ysgol Ty Coch Delivery of the R.E. curriculum is undertaken in the following ways As a discrete subject which is timetabled, in which pupils can work through the P-levels and beyond, following the programme of study and level descriptors as set out by the agreed syllabus, at levels appropriate to ability, needs, age and stage Exploration of faith and culture through multi-sensory activities and experiences Exposure to elements of awe and wonder Handling and exploring religious artefacts Visiting places of worship Visitors to school including religious personnel and theatre groups Exploration of world faith festivals and celebrations across the school calendar

3 Key Concepts in the delivery of R.E. Beliefs and teachings Interpreting teachings, sources, authorities and ways of life in order to understand religions and beliefs Understanding and responding critically to beliefs and attitudes Practices, traditions and ways of life Exploring the impact of religion and belief on how people live their lives Understanding that religious practices are diverse, change over time and are influenced by cultures Expression of meaning Appreciating that individuals and cultures express their beliefs and values through many different forms Identity, diversity and belonging Understanding how individuals develop a sense of identity and belonging through faith or belief Exploring the variety, difference and relationships that exist within and between religions, values and beliefs Meaning, purpose and truth Exploring some of the ultimate questions that confront humanity and responding imaginatively to them Values and commitments Understanding how moral values and a sense of obligation can come from beliefs and experience Evaluating their own and others values in order to make informed, rational and imaginative choices

4 Curriculum planning in R.E. at Ysgol Ty Coch The study of R.E. should include: 1. Christianity 2. At least two other principle religions 3. A religious community of local significance, where appropriate 4. A secular world view, where appropriate All of the above can be taught through the following themes: Beliefs & Concepts the key ideas and questions of meaning in religions and beliefs including issues relating to God, truth, the world, human life and life after death Authority different sources of authority and how they inform believers lives Religion & Science issues of truth, explanation, meaning and purpose Expressing spirituality how and why understanding of self and of human experiences is expressed in a variety of forms Ethics & Relationships Questions and influences that inform ethical and moral choices, including forgiveness and issues of good and evil Rights & Responsibilities What religions and beliefs say about human rights and responsibilities, social justice and citizenship Global issues What religions and beliefs say about health, wealth, war, animal rights and the environment Interfaith dialogue A study of relationships, conflicts and collaboration within and between religions and beliefs At Ysgol Ty Coch we plan our R.E. curriculum in accordance with the LA Agreed Syllabus. We ensure that topics studied in R.E. build upon prior learning and offer opportunities for learners of all abilities to develop their skills and knowledge in each unit. Planned progression built into the scheme offers our learners continuity, progression and increasing challenge as they move through the school. The long term planning maps out the annual themes and the topics studied in each term and key stage. These can be found on the Ysgol Ty Coch moodle site. At Foundation Phase Christianity is studied through allocated topics. At KS2 Christianity, Islam and one other religion are studied through allocated topics At KS3 Christianity, Hinduism and one other religion are studied though allocated topics. At KS4 an Agored Cymru accredited course is available where learners explore Christianity, Sikhism and Judaism. The medium term planning details units of work for each term/half term. The class teacher uses these medium term plans to inform their weekly lesson planning and identification of specific learning objectives for each lesson.

5 Parental rights of withdrawl All parents/guardians have the right to withdraw their child from all or part of the content of R.E. In such circumstances, work should be provided by the parent/guardian which focuses on a belief. Children must be supervised by an approved adult. Educational Visit and Visitors to school Both visits and visitors are encouraged in the delivery of R.E. in Ysgol Ty Coch. Visits to school from religious personnel should be organised in accordance with the Guidance and Code of Conduct for Religious Believers Visiting Schools. We welcome our Local Minister from Salem Chapel for visits and special assemblies. We also visit our local chapel in the locality and visits further afield to places of religious significance are encouraged. These might include visits to the Mosque, the Hindu temple, the Sikh Gurdwara, the Synagogue or Llandaff Cathedral (all venues mentioned can be found in Cardiff). Prior visits by staff to venues is good practice as checks should be undertaken to ensure full wheelchair access to venues and appropriate amenities as required. All visits must be carefully risk assessed beforehand in accordance with the Ysgol Ty Coch policy for educational visits. Assessment, Recording and Reporting in R.E Attainment in R.E. is assessed formally with P-Scales and informally by teaching staff. Portfolios are maintained both celebrating learners achievement and providing exemplars for each level. At KS4 learners undertaking the Agored Cymru course have their work initially assessed by the delivering teacher, then by the internal moderator followed by the external moderator. Performance and attainment in R.E. is formally reported in Annual Reports to Parents, and informally so at Parents Evenings. The Role of the Subject Leader The Subject leader for R.E. in Ysgol Ty Coch is responsible for taking the lead in policy development and the production and maintenance of the scheme of work. The subject leader should provide support and advice for colleagues in their delivery of the subject and provide relevant data when required to the Senior Management Team for the School Development Plan and the School Self Evaluation processes. The subject leader should take responsibility for running any allocated budget and for purchasing and maintaining teaching and learning resources. The subject leader is responsible for organising visitors to the school and outside visits when these are offered, e.g. services in local places of worship. The subject leader should keep up to date with new practices in R.E. through attending relevant training and disseminate this information to other staff across the school.

6 Cross curricular links and Key Skills The six Key Skills should be evident in the teaching and learning experiences in R.E. at Ysgol Ty Coch. Cross curricular links are particularly strong between R.E., Music and Drama and also with other Humanities subjects. PSE and ESDGC link well with R.E. and as our learners progress through the school and begin to explore wider issues the links between R.E. and these areas become ever more accessible. Numeracy, Communication and ICT are all easily incorporated into R.E. lessons as are Thinking Skills, Working with Others and Improving Own Learning and reflecting. There are significant links between R.E. and Welsh, outlined below. R.E. and Cwricwlm Cymraeg The R.E. curriculum in Ysgol Ty Coch is designed to be broadly Christian in nature whilst exploring other faiths. There is a long historical tradition in Wales of Christianity and in particular in our locality, Chapels, which is as much about our cultural heritage as it is about our faith. Pupils should have the opportunity to learn how religion has helped shape their locality. These links are to be celebrated through both R.E. and Welsh learning experiences, particularly during times of celebration including St David s Day, the school Eisteddfod and at Christmas and Easter. Health & Safety All staff in Ysgol Ty Coch have a responsibility to be aware of potential health and safety risks in relation to R.E. These may include handling certain artefacts and the discretionary use of sources of light, such as Diva lamps or Christingles. Particular attention must be paid to risk assessing potential off-site educational visits. Equal Opportunities At Ysgol Ty Coch we nurture an inclusive ethos which supports all learners religious, spiritual and moral development, regardless of race, ethnicity, faith, gender or ability.

7 Appendix 1 The Legal Position Religious Education has been a compulsory element in the schooling of all pu[pils since 1944 and this requirement was reinforced by the 1988 Education Reform Act. The Education Act (1944) and the Education Reform Act (1988) state that Religious Education is included in the basic curriculum for all registered pupils 4 19 in maintained schools. At the request of a parent, any child in a maintained school must be excluded from receiving religious education. Every LA shall have a Standard Advisory Council for Religious Education (SACRE), which will advise the LA on matters related to Religious Education and Collective Worship. Every SACRE has the power to require the LA to set up and Agreed Syllabus Conference. Any new Agreed Syllabus must reflect the fact that the religious traditions of Great Britain are in the main Christian, but it must also include teaching about other principle world religions represented in Great Britain. Religious Education must not seek to convert pupils, or seek to impose on them in any particular religion or denomination (1944 Act). It is by maintaining a balance between these two areas that religious education is generally seen as contributing to the spiritual, moral cultural and intellectual development of pupils. DES/wo Guidance

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