Stockland C of E Primary Academy. Religious Education Policy Contents. Contents. Aims. Review Date: September 2017 Signed:

Transcription

1 Stockland C of E Primary Academy Commented [1]: Updated - please view changes in yellow Religious Education Policy Review Date: September 2017 Signed: Contents Aims Contents

2 The legal requirement The Agreed Syllabus Attainment Targets The place of Religious Education in the Curriculum Planning and Assessment Spiritual, Moral, Social and Cultural Development in Religious Education Appendix 1 The Agreed Syllabus Topics Aims At Stockland C of E Primary Academy we believe pupils should be taught RE in order to help them to: acquire and develop knowledge and understanding of and other principal religions represented in the world. Develop a positive attitude towards other people regardless of their gender, race or religion develop skills to live harmoniously within a diverse society respect the right of people to hold beliefs which are different from our own develop the ability to make reasoned and informed judgements about religious and moral issues to ensure that all the children are aware of the Academy Values and use them in their everyday lives: T. R. U. S. T T Trust R Reflection and stillness Commented [2]: did you want to add anything in about the window, mirror, etc?

3 U Understanding S Serving T - Talents The Legal Requirement The Education Reform Act 1988 requires R.E should be taught: to all pupils in full-time education except for those withdrawn at the request of their parents as part of the curriculum, and should promote the 'spiritual, moral, cultural, mental and physical development of pupils'. As an agreed syllabus which reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking into account the teachings and practices of other principal religions represented in the world. The Agreed Syllabus The teaching staff at Stockland Academy follow the Agreed Syllabus for Devon. Throughout the syllabus examples are given for the six major world religions;, Judaism, Islam, Hinduism, Sikhism and Buddhism. Although Humanism is not a religion some examples are given for this belief system. At foundation stage children get an insight into Faith and Culture through the Area of Learning 'Knowledge and Understanding of the World'. At Key Stage 1 the core religions are, Judaism and Islam. At Key stage 2 the core religions are, Islam, Hinduism, Sikhism, Judaism and Buddhism. There are 6 areas of enquiry: Beliefs, Teachings and Sources Practices and Ways of Life Forms of expressing meaning Identity, diversity and belonging Meaning, purpose and truth Values and commitments Planning for Religious Education is based on the Devon Agreed Syllabus but this is supplemented as appropriate by units from the scheme designed by the Qualifications and Curriculum Authority 2000 (QCA) Attainment Targets There are two aspects to the teaching of R.E: Learning about Religions (AT1) This refers to the ability for pupils to develop their knowledge, skills and understanding with reference to: beliefs, teachings and stories practices and ways of life forms of expression Learning from Religion (AT2)

4 This refers to how pupils, in light of their learning about religion, express their responses and insights with regard to questions and issues about: identify and belonging meaning, purpose and truth values and commitments What characterises Religious Education at Stockland Academy? At Stockland Academy all our policies and practices are linked to our 'Teaching and Learning Policy'. R.E is planned within Edison Learning Connected Curriculum units for each class which run termly. As a result of this R.E is linked where appropriate to other Foundation curriculum subjects alleviating its importance and relevance to all aspects of life. Teachers are encouraged to think creatively when planning the R.E learning to not rely exclusively on the Devon Agreed Syllabus and QCA (Qualifications and Curriculum Association) guidance to shape the theme, but to think about planning interesting and engaging units that stimulate imaginations and discussions. We try to utilise special events (such as religious festivals) and exhibitions whenever possible, for example having a pancake race through the village on Pancake Day. Our school production includes the Nativity and is performed in the local churches. We think that there should be a strong link between the Academy and the local church and as such the Vicar comes into the Academy twice a month to take the Collective Worship. Families are encouraged to attend Family Services through notices in the newsletter and on the website. We maximise first hand and practical experiences using as many resources (objects, artefacts, people, places) as we can find as well as visits where appropriate. In our resources area we have boxes for each of the topics with pictures, books, artefacts, lists of websites etc for each world religion. We think visits play an important part and with the strong link that we have with the local church we are able to visit as often as we would like. We think discussion is a very important aspect of R.E., particularly when thinking about what we can learn from world religions. We do not want R.R to be about completing worksheets and do not feel it is necessary to record every aspect of every lesson. Planning and Assessment Teachers plan the RE teaching from the Devon units and look to make links with the Connected Curriculum topic. Assessment of children's R.E is in line with the assessment for other subjects and is recorded on School Pupil Tracker

5 against age related expectations from the National Curriculum Written assessments form part of the children's annual reports at the end of each Academic year. Spiritual, Moral, Social and Cultural Development in Religious Education R.E plays a key role in pupils' spiritual and moral development, and makes a distinctive contribution to social and cultural development. The Academy Values are based on sound Christian practices and the children readily refer to them during lessons and Collective Worship. The Values are displayed in each class and in the entrance to the building as a reminder to all visitors. We actively encourage the children to raise money for charity, for example Wear red for Poppy Day, Spots for Children in Need, The Children's Society, etc. Commented [3]: We did have at one point but this is something we will need to address. Children have the opportunity to become Prefects in Year 6, which gives them additional responsibilities for caring for the younger children. All children in the Academy take part in group work where they learn to respect the views and opinions of their peers, helping and supporting each other and to create a community that feels collective responsibility for each other. In addition, the group work helps develop the moral, social and cultural elements of R.E through discussions such as knowing and understanding our responsibilities to others, respecting the needs of others, how our behaviour can affect others and how we can make a difference by our own actions. R. E Topics Devon Agreed Syllabus Class 1 Unit 1 Myself Theme K Unit 2 Celebrations Theme G Unit 3 Belonging Theme J Judaism Class 2 Year 2/3 Unit 4 Believing/story Unit 5 Leaders & Teachers Unit 6 Symbols Judaism Unit 1 Worship/Pilgrimage & Sacred places Unit 2 Symbols & Religious Expression Unit 3 Teachings & Authority Hinduism

6 Class 3 Year 4/5 Unit 4 Inspirational People Unit 7 Faith & the Arts Class 4 Unit 10 Beliefs & Questions Unit 5 Religion & the Individual Unit 8 Beliefs in Action in the World (1) Unit 11 Beliefs in action in the World (2) Faith in action Unit 6 Religion, Family & Community Unit 9 It matters to me, it matters to others! Unit 12 The journey of life and death Islam Aspects of Buddhism, Sikhism Judaism Commented [4]: I will review this to ensure that it ties in with the binder that we are using for the units.