The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldwide views address, so they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.
At Scotton Lingerfield Primary School it is our aim that Religious Education will provide rich and varied opportunities for our pupils to develop open, sensitive, reflective and critical approaches to their understanding of the world’s varied religions and beliefs. This enables our pupils to develop their understanding and appreciation of a range of faiths and cultures.
We believe that Religious Education enables children to investigate and reflect on some of the most fundamental questions asked by people. Through RE we are able develop the pupils’ knowledge and understanding of the major world faiths, and we address the fundamental questions in life, for example, the meaning of life and the existence of a God. We enable children to develop a sound knowledge of Christianity and other world religions with a particular focus on Judaism, Hinduism and Islam.
Our teaching of Religious Education follows three core strands – Believing, Expressing and Living. We help children to learn about religious beliefs and religious teaching (Believing), religious and spiritual forms of expression and questions about identity and diversity (Expressing), and religious practices and ways of living, and questions about values and commitment (Living).
We want our children to consider the impact of people’s beliefs on their own actions and ways of life, to challenge stereotypical views and appreciate difference positively. Our learning in Religious Education contributes to our children’s personal development and our school provision for Spiritual, Moral, Social and Cultural (SMSC) and British Values.
At Scotton Lingerfield Primary School we follow the North Yorkshire Agreed Syllabus for RE, 2019-2024. The planning follows a systematic approach ensuring that knowledge is built upon progressively as pupils move through school. RE is taught weekly.
In EYFS, pupils encounter religions and worldviews through special people, books, times, places and objects and by visiting places of worship. All pupils have the opportunity to visit St Thomas church in Scotton where they take part in services and experience what a baptism or wedding involves. Pupils listen and respond to stories. They are introduced to subject specific words and use all their senses to explore beliefs, practices and forms of expression. Pupils are encouraged to ask questions and reflect on their own feelings and experiences.
In Key stage 1 Pupils are able to develop their knowledge and understanding of religions and world views, in a local, national and global context. They continue to use basic subject specific vocabulary. They are encouraged to raise questions and express their own views in response to material they learn about.
In Key Stage 2 children extend their knowledge and understanding of religions and world views, beginning to make connections. They are introduced to an extended range of sources and subject specific vocabulary. They are encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Children are able to express their views in response to the materials they engage with, identifying relevant information, selecting examples and supporting their ideas and views.
Children gain a good understanding of a range of religions and world views. They have the knowledge and skills to express and communicate their ideas, showing appreciation and respect for the views and beliefs of others.
All children will leave Scotton Lingerfield School ready to embark upon the next stage of their Religious Education.
Assessment and Monitoring
At the beginning of each unit, children complete a pre-unit task to ascertain their understanding and allow gaps in learning to be identified. In art this is structured in a way to not only check knowledge and skills but also creativity. This enables the teacher to provide additional support if required.
Following each unit, children complete the post-unit assessment at spaced intervals. These recalls allow children to recall previously learnt knowledge and skills. Children are supported in addressing these gaps throughout these sessions.
Regular recalls support assessment of children. Results are added to tracking grids, which support end of year judgements.
The subject leader monitors the subject through: