RELIGIOUS EDUCATION 

IMPLEMENTATION 

Our Religious Education curriculum is based on the expectations of the Liverpool Agreed Syllabus and is designed to ensure progress and develop interest in our pupils.  The syllabus focuses on four main religions: Christianity, Islam, Judaism and Hinduism and also looks at the Humanist approach.  Each year group will have the opportunity to work on a specific programme of study which develops knowledge and understanding of religious concepts by providing a progressive curriculum which builds upon prior knowledge, skills and understanding previously taught. 

EARLY YEARS 

The Early Years Foundation Stage Curriculum supports children’s understanding of Religious Education through the planning and teaching of ‘Understanding the World’. Children are encouraged to use their imagination and curiosity to develop their appreciation of, and wonder at, the world in which they live. Exploring others views, cultures and beliefs supports children in developing their views and beliefs about themselves, their family and community. In finding out about others, young children are encouraged to reflect on belief, culture and practice and explore faith through observing festivals and celebrations, sharing stories, visuals, toys and puppets, handling real artefacts, roleplay, books and discussion .

KEY STAGE 1 

Pupils in key Stage 1 should develop their knowledge and understanding of religious and non-religious worldviews, recognising their local, national and global contexts. They should use basic subject specific vocabulary. They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas. 

In Key Stage 1, pupils should be taught knowledge, skills and understanding through learning about Christians and Muslims and Jewish people. 

KEY STAGE 2 

Pupils should extend their knowledge and understanding of religious and non-religious worldviews, recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject specific vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils should learn to express their own ideas in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views. 

During the key stage, pupils should be taught knowledge, skills and understanding through learning about Christians, Muslims, Hindus, Jewish and Humanist people. 

IMPACT

The impact of this curriculum design will lead to outstanding progress over time across key stages relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave Whitefield reaching at least age related expectations for RE. Our RE curriculum will also lead pupils to be enthusiastic RE learners, evidenced in a range of ways.

HOW DO WE KNOW WHAT THE CHILDREN HAVE LEARNED

• Questioning

• Pupil Book Study talking about learning with the children

• Talking to teachers

• Low stakes ‘Drop-in’ observations

• Quizzing and retrieval practise

• Feedback and marking

• Progress in book matches the curriculum intent

PUPIL BOOK STUDY TELLS US:

1. What impact is our CURRICULUM having?

What effect is the curriculum architecture having?

2. Does teaching support LONG-TERM LEARNING?

Is the evidence-led practice really being deployed at a classroom level, or is it superficial?

3. Do tasks enable pupils to THINK HARD and CREATE LONG-TERM MEMORY? How impactful are tasks, and do they help pupils to think hard and generate learning?