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Intent
Religious Education at LACO has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The intent of RE at LACO considers Article 9 of the Human Rights as a foundation - the freedom of thought, belief and religion; as well as the British value of mutual respect for and tolerance of those with different faiths and beliefs, and for those without faith.
Religious Education is unique in the school curriculum in that it is neither a core nor a foundation subject, however the Guidance released in 2010 views it as an important curriculum subject. Following both the KAS (Kent Agreed Syllabus) and the religions represented in the school community at LACO, the religions that are covered are built upon these with attention given to Christianity as the predominant religion. In line with KAS, ‘The principle aim of RE is to engage pupils in an inquiry approach into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.’ In child friendly language, ‘RE explores big questions about life, to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion, reflecting on their own ideas and ways of living.’
The key aims for religious education are reflected in the two attainment targets:
Attainment Target 1- Learning about region and belief
Attainment target 2- Learning from religion and belief.
The development of knowledge, skills and understanding focuses on these two key aspects of learning in Religious Education at COPA. Through a scheme of work ‘Discovery RE’, we deliver the RE curriculum through a question that the children explore. This ties in with our inquiry approach and encourages children to explore the depth of these questions in a safe environment of mutual respect, modeled primarily by the adults in the classroom. RE does not try to persuade but rather to inform and develop the skills with which evaluation can take place.
Early Years Foundation Stage
Pupils explore and learn about traditions, beliefs and world views outside of their own experiences through shared experiences of pupils through Tapestry. Through the ‘in the moment’ nature of the EYFs, pupils will share important cultural and religious events in their own experiences in a way that is authentic to them. Where the materials in Discovery RE tie in with this authentic exploration and IB theme, they will be used as a building block.
Key Stage One
During this key stage, pupils are taught the knowledge, skills and understanding of religion and belief and are encouraged to build their self-awareness and skills of reflection. The main religions that are studied are the Abrahamic faiths: Christianity, Islam and Judaism. Children are also encouraged to link their learning to previous knowledge they have gathered in their personal lives, such as their experiences of religious holidays or ceremonies.
Key Stage Two
During this key stage, pupils are taught knowledge, skills and understanding through deeper inquiry into known religions (Abrahamic) as well developing an understanding of other world religions, specifically Sikhism, Buddhism and Hinduism. They build on previous knowledge gathered in KS1 and delve deeper into each religion's practices, understanding the spiritual meanings behind them as well as historical beliefs.
Implementation
Each term, year groups have the opportunity to take part in RE lessons or RE days to give the opportunity for students to understand and build on skills around the subject with knowledge being built up and explored throughout the term or day. Where possible and appropriate, teachers will include or make reference to RE through their termly themed inquiries. This ensures that connections are made throughout their learning in a meaningful way. Topics are also chosen to occur close to where they sit on the calendar, such as Easter or Ramadan. Teachers can use Key and related concepts to make authentic connections with the world around them. Reference to human rights allows sensitive issues to be discussed in a way that promotes human commonality rather than areas that may keep us apart. The environment that RE is taught is nurtured by teachers to be one of respect and tolerance, where children are listened to and encouraged to understand the beliefs of others whilst feeling safe to maintain their own beliefs. Teachers and adults will be sensitive when teaching about religion and will be objective in its delivery using phrases such as, ‘Christians believe…’, ‘Some Muslims believe…’, ‘Some Hindus express…’ to ensure that there is an appreciation of the breadth of belief and expression by individuals and communities within a global religion.
Experiences and enrichment opportunities at LACO include:
handling artifacts
exploring sacred texts
using imaginative play or drama to express feelings and ideas
responding to images, games, stories, art, music and dance
meeting visitors from local religious communities
making visits to religious places of worship where possible, and where not, making use of videos and the internet
using ICT to further explore religion and belief globally
comparing religions and worldviews through discussion
debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these
Impact
At LACO, we envision our RE curriculum impacting the pupils in the following ways:
Extend their knowledge and understanding of religions and beliefs
Develop a religious vocabulary and interpret religious symbolism in a variety of forms
Reflect on questions of meaning, offering their own thoughtful and informed insights into religious and secular world-views
Explore ultimate questions of beliefs and values in relation to a range of contemporary issues in an ever-changing society
Understand religions’ place in the local and global community
Respect the beliefs and values of others as articulated in the Article 9 of the Human Rights and as British Citizens.
The impact our RE curriculum is having is sought in a number of ways, including:
Pupils voice
Through recall in our weekly story of the week
Through connections made during other Transdisciplinary inquiry
Action that individuals, year groups or the whole school take part in
Evidence of skills and progression in book looks
Through the respect that pupils show for others of different faiths and beliefs to their own
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