The Intent, Implementation and Impact of  Religious Education at Victoria School

 

Intent

Religious Education (RE) is, by law, locally determined. The Cumbria Standing Advisory Council for RE (SACRE) has convened an agreed syllabus. This SACRE approved syllabus is the basis on which all work in RE is taught.

This syllabus is not designed to indoctrinate pupils, or urge a particular religion or belief on pupils.

The aims of RE are to enable young people to be:

INFORMED: Know about and understand a range of religions and worldviews, so that they can:

  • describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;
  • identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews;
  • appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.

 

EXPRESSIVE: Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:

  • explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;
  • express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including spiritual and ethical issues
  • appreciate and appraise varied dimensions of religion or a worldview

 

ENQUIRING AND REFLECTIVE: Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:

  • investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;
  • enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all;
  • articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other’s lives.

Implementation

To support the delivery of the Agreed Syllabus, Victoria School uses Discovery R.E. to adopt an enquiry based approach to teaching and learning.

Enquiry is integral to the process of teaching and learning in RE so pupils are encouraged and challenged to question and be curious about the meaning, purpose and value of life.  Enquiry involves both teachers and pupils identifying the main question or concept to be investigated.

RE plays a key role in the promotion of spiritual, moral, social and cultural development in school as well supporting aspects of British Values.

Christianity is taught in every year group, with Christmas and Easter given new treatment each year, developing the learning in a progressive way. Buddhism, Hinduism, Islam, Judaism and Sikhism are also covered. Humanist perspectives are added when appropriate in some enquiries.

During Early Years, pupils will have the opportunity to experience stories and festivals from different faiths through engaging activities and resources within the continuous provision. Reception children also attend weekly assemblies with specific R.E focus through bible stories.

Throughout Key Stage 1 and Key Stage 2, pupils will explore 6 enquiries throughout the academic year; 1 every half-term. Each enquiry follows a 4 step enquiry process:

  1. Engagement (usually 1 lesson)
  2. Investigation (usually the equivalent of 3 lessons)
  3. Evaluation (usually 1 lesson)
  4. Expression (usually 1 lesson)

Throughout this process, pupils will develop specific subject language, knowledge and understanding of religions and worldviews and raise questions to express their own views through engaging and cross-curricular lessons. Pupils extend their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. Pupils will be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils will learn to express their own ideas in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views.

To ensure that all pupils’ voices are heard and the RE curriculum is broad and balanced, opportunities may also be created for pupils to explore other beliefs through visits, visitors and assemblies, for example.

Pupils will study how religions and beliefs relate to each other, recognising both similarities and differences within and between them. They will be encouraged to reflect on the significance of interfaith dialogue and the important contribution religion and faith can make to combating prejudice and discrimination. Pupils should be encouraged to be tolerant and accepting towards people with different beliefs and views to their own.

As enquiries are often practical and collaborative, pupils’ work may be recorded through photographs which will be collated into a classroom R.E/SMSC journal. Where written work is the main form of evidence, pupils will record in their individual R.E/SMSC books.

 

Impact

 

The impact of the R.E curriculum ensures that our pupils;

 

  • Develop their own personal views and have a good understanding about Christianity in line with the Agreed Syllabus. 
  • Gain an understanding of other main world faiths and traditions represented locally, nationally and globally. 
  • Enables pupils to flourish individually within their communities and as citizens in a diverse society and global community. 
  • Equips pupils with an aptitude for dialogue so that they can participate positively in our society with its diverse religions and worldviews. 
  • Seeks to develop pupils’ awareness of themselves. 
  • Play an important role in preparing pupils for adult life, employment and lifelong learning and enables pupils to appreciate their own and others’ beliefs and their impact on individuals and societies. 
  • Encourage pupils to reflect on their own self-worth and uniqueness as human beings. 
  • Encourage pupils to be tolerant and accepting towards people with different beliefs and views to their own.