Religious Education Curriculum Statement

Religious Education Offer 2022-2023

 

Pupils are empowered to develop the and necessary to engage the challenges of learning in the context of school and the wider world.

 

  • Children are challenged to ask questions about the world around them and to seek the solutions, finding answers themselves.

  • We prepare pupils to be informed, respectful members of society who celebrate diversity and strive to understand others.

  • Teachers engage children with exciting lessons to ensure they access the RE curriculum and enjoy learning about different worldviews.

  • Children are encouraged to work together to deepen their knowledge of the beliefs and practices of religions and worldviews.

  • Children develop informed opinions and an awareness of the implications of religious beliefs and worldviews on individuals, the community and the environment.

  • Children are able to persevere when introduced to different ideas and opinions.

 

Teaching staff seek out every opportunity to ensure that all pupils flourish in RE lessons, developing and through an ambitious and broad curriculum that challenges expectations, deepens knowledge and develops skills.

 

  • Pupils are encouraged to develop knowledge of the beliefs and practices of religions and worldviews; and informed opinions and an awareness of the implications of religion for the individual, the community and the environment.

  • The curriculum covers a range of key questions, concepts and skills provided by the Telford and rekin Agreed Syllabus.

  • Children are challenged to deepen their thinking and understanding and develop their explanations.

  • Coverage of concepts deepens as children progress through the school (as demonstrated in the non-negotiables).

 

RE lessons are inclusive, so everyone is valued and respected – and tolerance and diversity are celebrated.

 

  • Children with SEND/EAL children are given appropriate support to access the RE curriculum and can respond in different ways.

  • All pupils are encouraged to consider their own values and attitudes and those of others, and provided knowledge and opportunities to understand other people.

  • Scaffolds, sentence stems etc. are used to alleviate boundaries so that each child can access the main religious concepts.

  • Lessons are pitched appropriately to ensure children are able to access the RE curriculum.

  • The overall learning objective for the lesson is broken down into differentiated targets, which clearly define what needs to be achieved.

  • Assessment is completed in an appropriate way for each child so that they are able to demonstrate their understanding.

  • An understanding of pupils’ needs is demonstrated through the range of ways in which the pupils can achieve the lesson objective.

  • Differentiation does not prevent children from making progress within a lesson as the questions gradually get more difficult.