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Religious Education (RE)

Subject Leaders - Mrs Sharma and Miss Powell

 At Woodcote our RE curriculum has been created following the Leicestershire SACRE (Standing Advisory Council for Religious Education). We have adapted the Leicestershire Agreed Syllabus 2021/2026 and Understanding Christianity resources which explore core Christian concepts to provide a robust RE curriculum.

Intent:

At Woodcote, we understand that the RE curriculum and programme of study should develop children’s awareness of religious diversity that surrounds them locally, nationally and globally. Our children’s local environment of Ashby is becoming increasingly rich and culturally diverse and this provides opportunity for our children to recognise and appreciate different religions, beliefs, ethnicities and socio-economic backgrounds in real terms.

Our intention for adopting the Leicestershire Agreed Syllabus and Understanding Christianity resources supports the creation of a progressive, purposeful, accurate and diverse curriculum from EYFS to Year 6. The way we hope we can achieve this is by covering three main areas of learning within each unit of study:

  1. make sense of a range of religious and non-religious beliefs.
  2. understand the impact and significance of religious and non-religious beliefs.
  3. make connections between religious and non-religious beliefs, concepts, practices and ideas studied.

The subject leaders as well as teachers ensure that our long term plan allows these skills to be revisited and developed further.

Implementation:

At Woodcote, the teaching of RE is taught on a half-term basis on a specific unit, following our long term plan.  Each unit will follow three core strands that support to achieve the outcomes:

1. Make sense of a range of religious and non-religious beliefs, so that they can:

  • identify, describe, explain and analyse beliefs and concepts in the context of living religions, using appropriate vocabulary
  • explain how and why these beliefs are understood in different ways, by individuals and within communities
  • recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are used, expressed and interpreted in different ways, developing skills of interpretation

2. Understand the impact and significance of religious and non-religious beliefs, so that they can:

  • examine and explain how and why people express their beliefs in diverse ways
  • recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday lives, within their communities and in the wider world
  • appreciate and appraise the significance of different ways of life and ways of expressing meaning

3. Make connections between religious and non-religious beliefs, concepts, practices and ideas studied, so that they can:

  • evaluate, reflect on and enquire into key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses 
  • challenge the ideas studied, and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitments clearly in response
  • discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding

Teaching staff use the syllabus and resources as a starting point, looking at the needs of children within their class and planning teaching activities, ensuring that children can access the learning and build upon prior knowledge from previously taught units in RE and from the wider curriculum. Differing levels of support, challenge, resources or methods of recording are used, so that all children across school can continue to access the learning and deepen their understanding of the RE curriculum. SEND children access the learning that has been adapted to their learning needs.

In addition to the units of work, we have visits to the local church at Harvest, Christmas and bespoke visits that fit in with the units of learning. We also have Open The Book, where members of the local Church come termly to share a Christian story with the whole school through dramatisation.

Our next steps are to widen this to other faith leaders visits to school and visits to other places of worship.

By using the Agreed Syllabus and Understanding Christianity, the implementation of our RE curriculum should allow children of Woodcote to ‘explore questions about the meaning and purpose of life, beliefs about God and self and consider issues such as justice, human rights, belonging, identity, interfaith dialogue and discrimination locally, nationally and globally.’ Ref: (Leicestershire SACRE)

Impact:

RE is a fundamental part of a child’s life, therefore it is vital that subject leads constantly monitor and assess the impact of our RE Curriculum.

At Woodcote, the following will be carried out in class:

  • Using floor books to record the children’s learning.
  • Informal observations of children’s discussions.
  • Planning alongside the progression document.
  • Confidently adapt and implement plans from the Leicestershire Agreed Syllabus and Understanding Christianity units of work.

To ensure that our RE curriculum is reaching its full potential, the subject leads will also implement the following:

  • Staff Audits
  • Discussions with Class Teachers and support staff
  • Learning Walks of teaching and how RE is displayed throughout the school
  • Scrutiny of floor books with staff and pupils to allow a deeper focus of class work.
  • Staff meetings, where RE is discussed and reflected upon.

At the end of each unit, the children are teacher assessed against the progression document with a best fit approach, whether each child is working below, at or exceeding expectations. The assessment includes opportunities to record key areas of development, as well as noting where the children have been able to shine.  This information is shared with the RE Leads and with the next year’s class teacher, enabling them to build upon prior knowledge by having a clearer picture of the children’s strengths and areas for development. 

These methods will ensure that we are teaching alongside the curriculum objectives, as well as ensuring the scheme we follow allows the children to develop and retain key knowledge and skills that they have learnt. This prepares children for the transition into the next year group, including their move to Key Stage 3 and the next stage of their learning journey. EYFS have conversations with pre-schools and day cares prior to the children entering Woodcote and use Development Matters to ensure prior learning considerations are given and adaptations to the EYFS curriculum are then made. We aim to inspire a love of RE and a desire to deepen our children’s understanding.  

Religious Education Progression Documents 

The link below allows you to access our long term plan for RE, which supports the planning and development of teaching and learning in RE across the school. 

R.E Long Term Plan