RE

Religious Education

Intent, Implementation and Impact statement 

Intent 

In line with Intent for Cumbria Agreed syllabus, we aim to promote informed children who can express their own ideas and who in the process of their learning can be enquiring and reflective.

We accept that children can’t learn everything and so aim to teach fewer things at greater depth, digging deeper and lingering longer. Through repeating, returning, reminding, revisiting, remembering we aim to help the children to build their own web of knowledge and to develop their own world view. We aim to deliver an RE curriculum that makes sense to the children, to help them understand who they are so they then be able to understand those who are different and by so doing we are ‘Breaking down the narrative of otherness (so) the narrative of togetherness grows.’ Brendan Cox.

It is our intent that our children encounter broad and diverse examples of religion and world views, to promote understand of diversity and to show connections and differences across religious beliefs. To do this we aim to deliver an RE curriculum that focuses on the core concepts we want children to know for each world view and the vocabulary associated with them.

 It is our intent to prepare our children for life beyond the beautiful rural community in which they live, to help them accept difference, to promote peace, have respectful understanding and to explore belonging. Above all we want our children to appreciate, celebrate and play their part in the diverse world in which they live.

Implementation

Religious Education is a statutory subject for all pupils, excluding Nursery. We ensure we comply with the legal requirements by following the Cumbria Agreed Syllabus for Religious Education. Religious Education is usually taught on a weekly basis but can also be delivered through blocking afternoon sessions.  Delivery of lessons is based on the Discovery RE program. We study Christianity and Hinduism at KS1 and develop these through KS2 with the addition of Islam. Knowledge of aspects of other religions and world views are embraced.

The long-term plan for RE is reviewed annually to ensure even and thorough coverage, particularly when Year groups have been combined. Visits from different faith leaders in school are encouraged to lead assemblies and lessons. We make use of interactive sessions online with Imran Kotwal to promote understanding of aspects of the Muslim faith. We participate in events organised local churches within the community and organise visits to local places of worship. To provide opportunities to extend our children’s awareness of our multicultural society, we arrange a residential visit for lower KS2 to experience a range of places of worship within a city setting.

Lessons take an enquiry-based approach to teaching and learning, focusing on key questions. Each unit of work requires an answer that weighs up evidence and reaches a conclusion based on this. Knowledge therefore is not an end in itself but needs to be applied to the enquiry question. Through this approach children develop critical thinking skills, opportunities for personal reflection, a growing subject knowledge and the chance to nurture spiritual development. We believe that the children at Seascale School are free to make their own choices and decisions concerning religion and belief. It is our role to inform and develop the skills which enable them to be able to do this.

EYFS

The Early Years Foundation Stage Curriculum supports children’s understanding of Religious Education through the planning and teaching of the aspect Understanding the World. Children are encouraged to use their imagination and curiosity to develop their appreciation of, and wonder at, the world in which they live. Exploring the views of others, their cultures and beliefs supports the children in developing their own views about themselves, their families and the community in which they live. We encourage children to reflect on belief, culture and practice and exploration of faith through festivals and celebrations, sharing stories, artefacts, books and discussions. Our learning has been enriched this year through the wonderful connection we have made with a school in Nepal. This is a tangible link to a different culture and belief system which we hope to build on in the coming years.

Impact

The children will show progress over time across the key stages, relative to the child’s starting points and progression of skills. They are expected to leave Seascale reaching at least age related expectations for RE. Children’s critical thinking skills will be developed, motivation to learn increased and knowledge and understanding of and empathy with people and their beliefs, religious or otherwise will be enhanced.

The children show that they know and understand through debate, presentations, art work, displays, extended writing tasks, real world tasks, poems with questions and answers, quizzes and discussions.

Teachers evaluate progress following each topic through the year. The subject leader monitors coverage and progress.