RE – subject information

Intent

Our Religious Education curriculum ensures that the children have opportunities to learn from and about religion, which will help them to understand and respect the world around them. At Brough School, we will fulfil the requirements of the The Agreed Syllabus for Religious Education by asking provoking questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. The children will have time to explore and consider different answers to these questions without barriers. Teaching therefore should equip pupils with systematic knowledge and understanding of a range of religions and views, enabling them to develop their ideas, values and identities. Pupils should learn the skills needed to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.

Our Religious Education curriculum will provide the pupils with the knowledge and skills necessary to enable them to: appreciate the way that religious beliefs shape life and behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development. Children will have the opportunity to acquire and develop their knowledge and understanding of Christianity and some other principal religions represented in Great Britain.

At Brough Primary School we want children to ask questions about the world and reflect on their own beliefs, values and experiences. The Religious Education curriculum aims to encourage discussion, enquiry, debate and independence, and to agree or disagree respectfully.

Aims

The curriculum for Religious Education aims to ensure that all pupils:

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.

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 ethical issues
  • appreciate and appraise varied dimensions of religion or a worldview.

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

  • find out about and 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 people’s lives.

Implementation

At Brough Primary School we use The Agreed Syllabus for Religious Education developed by East Riding of Yorkshire, Hull City, North Lincolnshire and North East Lincolnshire as the basis for our Religious Education curriculum.

In the Early Years Foundation Stage, the children will be introduced to the key festivals and special books, special people, places of worship, symbols and artefacts for Christianity and other religions studied KS1, plus any others relevant to children in the setting. Children will be introduced to the concept of belief in a particular deity, the fact that the name for ‘god’ varies from religion to religion and, as relevant to the religions introduced, that some religions have particular rules about naming god.

We follow the programme of units for R.E. at Key Stages 1 and 2, which offer a ready-made scheme of work with built-in-progressions and coverage of all statutory aspects of the agreed syllabus.

From the syllabus it is required that:

  • In the Early Years Foundation Stage the learning outcomes are referenced to Christianity and as appropriate to a range of other beliefs and cultures.
  • Key Stage 1 – Christianity and one other principal religion, plus one other religion or non-religious worldview
  • Key Stage 2 – Christianity and two other principal religions in some depth, plus other religions or non-religious worldviews

The following religions have been selected for study:

  • Christianity Years 1,2,3,4,5 and 6
  • Judaism and Baha’i faith Years 1 and 2
  • Sikhism and Agnostic beliefs Years 3 and 4
  • Islam and Humanism Years 5 and 6

There are no presumptions made as to the religious backgrounds, beliefs and values of the children or adults. Any religious backgrounds are valued to encourage individuals to share their own experiences freely. All religions and their communities are treated with respect and sensitivity and links which can be made between, home, school and a faith community are valued. We acknowledge that each religion studied can contribute to the education of all our pupils and promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible; for example, REAction and Christingle Services.

The long-term plan maps out the topics the children will study in each Key Stage. It is taken from The Agreed Syllabus for Religious Education. The subject leader provides medium-term plans for each unit of work from the agreed syllabus. This supports teachers with the development of lesson planning.

Impact

At Brough Primary School we want every child to leave us in Year 6 having had a wide range of opportunities to explore their own beliefs and the beliefs of others without barriers to learning. The impact of these, and of the quality of the provision they received, is measured through discussions, work they produce and the knowledge and skills they have developed.

We want children to enjoy learning about religions and other cultures and have the skills required to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ. Children should have knowledge of and understand a range of religions and worldviews; be able to express ideas and insights about the nature, significance and impact of religions and worldviews; and gain skills needed to engage with religions and worldviews, which will help them to meet or exceed the progression of skills requirements.

We measure the impact of our curriculum by:

  • Discussing R.E. work with the children to discover how they have been inspired
  • Scrutinising children’s work, with an opportunity for dialogue between teachers and the subject leader
  • Monitoring of taught skills across the school to evidence progress
  • Assessing pupils’ knowledge and ability to apply this to later learning
  • Images and recording of children’s practical learning
  • Development of learning evidenced in topic books

‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’

OFSTED comments

‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’

OFSTED comments

‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’

OFSTED comments

‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’

OFSTED comments

‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’

OFSTED comments

‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’

OFSTED comments

‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’

OFSTED comments

‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

OFSTED comments

‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’

OFSTED comments

‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’

OFSTED comments

‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

OFSTED comments

‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’

OFSTED comments

‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’

OFSTED comments

‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’

OFSTED comments

‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’

OFSTED comments

‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’

OFSTED comments

‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’

OFSTED comments

‘Inclusive Support for SEND Pupils: The school provides tailored support for pupils with special educational needs and/or disabilities (SEND), particularly through its “The Bridge” provision. Pupils with complex needs are encouraged to manage their emotions, which positively impacts their learning.’

OFSTED comments