Chilton Primary School R.E. Policy This policy is written in conjunction with the Education Act of 1996 and the Agreed Syllabus for Religious Education in Durham, May 2012. The Education Act 1996 states that the Agreed Syllabus must reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of other principal religions represented in Great Britain. It must be non-denominational and must not be designed to convert pupils or to urge a particular religion or religious belief on pupils. Teaching about denominations is not prohibited. (Agreed Syllabus 2012 p3) At Chilton Primary School Religious Education is taught according to the Agreed Syllabus for Religious Education in Durham, which was last revised in May 2012. This policy should be read in conjunction with the RRSA Policy (UNCRC) and Positive Relationships Policy.
Aims and Objectives At Chilton Primary School Religious Education enables our pupils to investigate and reflect on some of the most fundamental questions asked by people. We enable pupils to develop a sound knowledge not only of Christianity but also of other world religions. Pupils reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help the pupils learn from religions as well as about religions. RE is based on: knowledge and understanding of religion, critical thinking and personal reflection. Learning and Teaching We base our teaching and learning style in Religious Education on the key principle that good teaching in RE allows pupils both to learn about religious traditions and to reflect on what the religious ideas and concepts mean to them. Our teaching enables pupils to extend their own sense of values and promotes their spiritual growth and development. We encourage pupils to think about their own views and values in relation to the themes and topics studied in the RE curriculum. Curriculum Planning At Chilton Primary School Religious Education is taught according to the Agreed Syllabus for Religious Education in Durham, which was last revised in May 2012. We ensure that the topics studied in Religious Education build upon prior learning. We offer opportunities for pupils of all abilities to develop their skills and knowledge in each unit, and we ensure that the planned progression built into the scheme of work offers the pupils an increasing challenge as they move through the school. Religious Education is taught using the concepts of belief, worship, deity, authority and commitment Planning for Religious Education takes account of the development of key skills and attitudes. We carry out the curriculum planning in Religious Education in three phases: (long-term, medium-term and short-term). The long-term plan maps the RE topics studied in each term during each key stage. We teach Religious Education topics in conjunction with other subjects, where appropriate.
R.E within the Early Years Foundation Stage We teach Religious Education to all pupils in the school, including those in the Reception class. In EYFS, Religious Education is an integral part of the topic work covered during the year. We relate the Religious Education aspects of the pupils work to the objectives set out in the Early Learning Goals which underpin the curriculum planning for pupils aged three to five. R.E within Key stages 1 and 2 The three elements of RE are indicated as follows: Knowledge and Understanding of Religion, Critical Thinking and Personal Reflection Children in Key Stage 1 are able to identify some beliefs and features of religion. Pupils in Lower Key Stage 2 can describe some of the beliefs and features of religion. Pupils in Upper Key Stage 2 will demonstrate understanding of some of the beliefs and features of religion through the RE concepts. Links to English Curriculum Religious Education contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. RE lessons include a strong element of speaking and listening and discussion. We also encourage the pupils to write letters and record information in order to develop their writing ability. Religious Education contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. RE lessons include a strong element of speaking and listening and discussion. We also encourage the pupils to write letters and record information in order to develop their writing ability. Links to Mathematics Curriculum We teach Religious Education topics in conjunction with maths, where appropriate. Teachers are encouraged to link R.E with curriculum topics/festival times wherever possible.
Links to PHSCE and the ECM Agenda Through our Religious Education lessons, we teach the pupils about the values and moral beliefs that underpin individual choices of behaviour. So, for example, we contribute to the discussion of topics such as smoking, drugs and health education. We also promote the values and attitudes required for citizenship in a democracy by teaching respect for others and the need for personal responsibility. In general, by promoting tolerance and understanding of other people, we enable pupils to appreciate what it means to be positive members of our pluralistic society.through teaching religious education in our school, we provide opportunities for spiritual development. Children consider and respond to questions concerning the meaning and purpose of life. We help them to recognise the difference between right and wrong through the study of moral and ethical questions. We enhance their social development by helping them to build a sense of identity in a multicultural society. R.E and Inclusion (SEN and MAT) The teaching of Religious Education is a vital part of our school curriculum policy, which states that we provide a broad and balanced education for all our pupils. In our school we ensure our teaching of Religious Education meets all pupils learning needs including those with learning difficulties or who are most able and talented, boys and girls, pupils for whom English is an additional language, pupils from all religious communities and pupils from a wide range of ethnic groups and diverse family backgrounds. When teaching Religious Education we ensure that we provide a variety of learning opportunities matched to the needs of pupils with learning difficulties and ensure we work towards removing barriers to learning. We take into account the targets set for individual children in their Individual Pupil Profiles. Religious Education can make a significant contribution to inclusion, particularly in its focus on promoting respect for all. Religious Education plays a vital role in challenging stereotypical views and appreciating differences in others. It enables pupils to consider the impact of people s beliefs on their own actions and lifestyle and can develop pupils self-esteem. Assessment for Learning We assess children s work in religious education by making informal judgements as we observe them during lessons. We mark a piece of work once it has been completed and we comment as necessary. Teacher use the outcomes of each lesson to inform future planning and note any areas of particular interest shown. On completion of a unit of work, we make a summary judgement about the work of each pupil in relation to the expectations of the unit. We record the progress on skills sheets for assessment, which we use as a basis for assessing the progress of each child, for setting new goals, and for passing information on to the next teacher at the end of the year.
Roles and Responsibilities The RE subject leader is responsible for monitoring the standards of the children s work and the quality of the teaching in religious education. S/he is also responsible for supporting colleagues in the teaching of religious education, for being informed about current developments in the subject, and for providing a strategic lead and direction for the subject in the school. The R.E. subject leader presents the headteacher with an annual action plan that evaluates the strengths and weaknesses of the subject. S/he has specially-allocated time for carrying out the vital task of reviewing samples of the children s work and monitoring teaching and learning in the subject. Head Teacher: A.A.J. Pybus-Coates Chair of Governors: F. Forrest Subject Leader: K.Dunn Resources (Including Appendices) Appendix 1 - Current Action Plan and Audit Appendix 2 - Planning Pro Forma Appendix 3 - Assessment information Appendix 4 Long Term planning for subject Appendix 5 Right of Withdrawal Appendix 6 - Examples of how to use Thinking Maps Date of Policy: April 2013 Review Date: September 2014 Signed: K.Dunn Right of Withdrawal According to the Education Act 1996 and the School Standards and Framework Act 1988 parents have the right to withdraw their children from all or part of Religious Education lessons. From Sept 2008 parents have been informed of this right through the school brochure.