Intent

R.E. is concerned with the spiritual dimension in life and the search for meaning and purpose.  Children are actively encouraged to ask and probe challenging questions about meaning and purpose in life, beliefs about God, issues of right and wrong and about what it means to be human. Our curriculum ensures that our pupils make sense of religious and non-religious beliefs and that they understand the impact and significance of these, whilst making connections between them. Our Children learn about world religions (including the religious traditions of Christians, Jews, Muslims and Hindus) as well as non-religious world views (including Humanists) and is for those of no religion as well as for those who are religious.  Key links to prior R.E. knowledge and/or cross-curricular learning are made explicit to connect the learning tapestry for all. 

Children are encouraged to develop RESPECT for those who see the world differently from themselves, in both local and wider COMMUNITIES.  They show COURAGE in answering provoking questions and PERSEVERE to gain greater understanding.  Children are supported on their spiritual exploration, as they make sense of the world in which we live by exploring what people believe and what difference this makes to how they live. This common theme runs throughout the learning at Upton upon Severn C.E. Primary School.

Implementation

Worcestershire Agreed Syllabus Programmes of Study are used to lead planning and Understanding Christianity supports units concerning Christianity.  We study one religion at a time (systematic units) and also have thematic units which build on learning by comparing the religions, beliefs and practices studied. Each half-term unit starts with a key question that children explore throughout. Varied teaching strategies are used and teachers are aware of the need for differentiation. 

Opportunities to recall prior learning are embedded in lessons and called upon to answer open-ended questions.  The spiral nature of our curriculum enables children to encounter some of the same concepts in different questions in different key stages, supporting their ability to connect ideas and develop a coherent understanding of religion and belief.

Teachers make use of the learning opportunities available in the local context. Our school is well supported by both the parish and Baptist churches and clergy from each are frequent visitors in school.

Impact

Children have individual R.E. books. Key vocabulary is readily accessible and adapted as required for the learner.

Children can recall links to relevant prior learning as this is implictly visited over the course of the learning sequence. Children can talk about what they knew then and what they know now as a logical development.

Assessment for learning is consistently planned for and included in lessons through questioning and low-stakes quizzes. Teachers consider misconceptions prior to the learning sequence and plan to address and resolve these.  Information gathered from these sources informs next steps in learning with opportunities to strengthen recall incorporated where recall falls below 80%.

Assessment of learning occurs through considering each child’s progress against key learning outcomes connected with Making Sense of Beliefs, Understanding the Impact and Making Connections statements for each half term.