Religious Education
Learning Journey
3 i Statement
Intent
The principle aim of Wynstream’s Religious Education curriculum (based on the Devon and Torbay Agreed Syllabus) is to provide children with the opportunity for personal reflection; to engage with issues of right and wrong and to consider important questions such as what it means to be human. Our curriculum will encourage pupils to develop their sense of identity and belonging and it will ensure that all pupils have an awareness of the diverse world around them and are able to make connections to it, in line with their own values. Children will develop their knowledge and understanding of Christianity and the other main religions represented in Great Britain and in our school community. Our curriculum will also provide exposure to religions and cultures not necessarily represented in our own locality. It will create opportunities for our students to engage with local places of worship and the members of different faith communities in their own communities. Awareness of, and sensitivity to, the most positive aspects of Britain’s cultural diversity is an important aspect of the cultural capital that we will impart to our students.
Implementation
Our implementation approach is based on the most current cognitive research. A variety of memory retention strategies are routinely used to support the transference of information from working to long term memory.
Wynstream uses the Devon and Torbay Agreed Syllabus for R.E. as a basis for our curriculum. The syllabus is designed to support schools in developing and delivering excellence in R.E. This is achieved by studying one religion at a time (systematic units) and then including thematic units which build upon the learning by comparing the religions, beliefs and practises discussed. This teaching and learning approach has 3 core elements that are woven together to provide breadth and balance. They are: Making Sense of Beliefs, Making Connections and Understanding the Impact.
In our spiral curriculum, the children study different aspects of Christianity yearly and other principal religions are revisited every second year. In order to embed key concepts and ideas, previous learning is routinely revisited. This also gives teachers the opportunity to identify and close gaps in pupils’ knowledge.
Summary of Endpoints
In the Early Years, children compare the similarities and differences of family life between different cultural and religious communities. Each half term children learn about a religious festival through stories, information books, poems, dance, and music. They investigate how families celebrate the festival – asking what type of foods are eaten and clothes are worn, how families prepare their homes and where their special place of worship is. Through artwork, children learn about religious symbols and decorations.
Our home corner is decorated to reflect the focus religious festival, religious artefacts are added, and celebration clothes are available for role play. Festival food is cooked and shared. Festival music and dance is experienced. Places of worship are visited in the local community.
By the end of Key Stage 1, children are expected to understand the importance of Christmas and Easter, the Christian view of God and have some exposure to the beliefs of Muslims and Jews. They should understand what makes certain places sacred to believers and why it matters that we care for each other and what it means to belong to a faith community.
By the end of lower Key Stage 2, children are expected to understand some of the key beliefs and practises of Hindu’s, Muslims and Jews. They should understand how and why all religions aim to make the world a better place. They will also continue studying Christianity but gain a more detailed understanding of its beliefs and practises and begin to make connections within the religion.
By the end of Upper Key Stage 2, children are expected make connections within one religion and some will be able to make connections between two or more religions. For example, key celebrations or traditions. Children are also expected to understand how Christians, Muslims, Hindus and Jews use their faiths to overcome difficulties. Children will continue to study Christianity but begin to make comparisons of its teachings with science and humanism. They will compare what faith is like today and how to use their faith to be good followers.
As a school, children will participate in collective worship. This will take place in whole school or key stage assemblies and in class. These sessions will provide children with time to reflect on local, community or national news, as well as key events in their personal lives such as festivals.
Impact
The primary aim of our Religious Education curriculum is to provide an understanding of the beliefs and practices of Christianity and the other principle religions that make up our society. They will understand the influence of religion on individuals, families, communities, and cultures. Our pupils will leave our school with a respect for and sensitivity to others, especially those whose faiths and beliefs are different from their own. This will provide them with the tools they need to combat prejudice throughout their lives.
At Wynstream, we use a variety of strategies to measure the Impact of our curriculum. Pupil voice, however, is at the core of ongoing formative and summative assessment. Rates of progress and attainment are primarily judged based on a pupil’s ability to articulate their learning both orally and in written form. Pupil voice is routinely monitored by subject leads and children are assessed based on their ability to successfully engage with the key assessment questions at the heart of every unit of learning.
