Religious Education

 Long Term Plans &  Action Plans

• RE Action Plan 24_25
• RE Action Plan 23_24 Evaluated
• RE Across the School 2024
• RE Long Term Plan 2024

Religious Education

Intent

At Walworth School our aim is to ‘significantly improve the quality of all our children’s lives’ delivering a rich and varied curriculum.

At Walworth School our main intention is for our pupils to be fully prepared for the next stages in and for future life by having;

•  An awareness of how to be a successful learner
•  The appropriate knowledge and skills to develop independence
•  A good understanding of being a responsible citizen

We aim to achieve this by providing a high quality and challenging RE Curriculum, which aims to develop successful learners, confident individuals, responsible and respectful citizens who develop as independent enquirers, creative thinkers, reflective learners, team workers, self-managers and effective participators.

At Walworth, we believe that Religious Education has an important role to play as part of a broad, balanced and coherent curriculum which all pupils are entitled to. We have designed our curriculum to provide a positive context in which the diversity of cultures, beliefs and values in society can be celebrated and explored. The curriculum that we provide for our children promotes an ethos of respect and inclusion for others, challenges stereotype and builds understanding of other cultures and beliefs, as well as promoting a positive and inclusive school ethos that champions democratic values and human rights.

This policy is written in conjunction with the Education Act 1996, Equality Act 2010 and the Agreed Syllabus for Religious Education in Durham, 2020.

“The Education Act 1996 states that the Agreed Syllabus must reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of other principal religions represented in Great Britain. It must be non-denominational and must not be designed to convert pupils or to urge a particular religion or religious belief on pupils. Teaching about denominations is not prohibited.” (Durham Agreed Syllabus 2020 p1)

At Walworth, Religious Education is taught according to the Agreed Syllabus for Religious Education in Durham, which was last revised in 2020.

 Implementation

 The RE curriculum is taught through the study of the principal religions in Great Britain as set out in the Durham Agreed Syllabus 2020.

Teachers will use a range of techniques:

· Subject knowledge given by the teacher

· Creative activities – art work, etc.

· Individual and group discussion.

· Use of TV, video clips, DVD and films.

· Visitors in to school.

· Visits to places of relevance or local significance e.g. Durham Cathedral.

· Use of relevant books and ICT.

· Role play and drama.

· Community links

The children will receive a weekly lesson for RE, in addition to this, there will be times where there will be extra-curricular activities planned which involves trips or workshops.

In line with the Durham Agreed Syllabus 2020, Walworth’s teaching of RE is designed to ensure that pupils develop knowledge and understanding of the major religions of the UK (Christianity, Buddhism, Hinduism, Islam, Judaism, Sikhism). Each class will study Christianity and one other world religion building on prior knowledge. Long term plans ensure that there is progression throughout the school and that the children build upon knowledge gained in previous years.

During the Early Years Foundation Stage (EYFS), Religious Education is taught as part of whole class topics and themes. The theme ‘Special and Belonging’ is used to explore religion. Children explore ideas through topics such as ‘Special Times’, ‘Special Objects’, ‘Special People’, ‘Special Books’, ‘How We Show Belonging’, and stories which provide excellent opportunities for RE work in Nursery and Reception and these are successfully built on in Key Stage 1.

Key Stage 1

Pupils are taught about:

• Christianity - introduction to beliefs and practices and their impact.

• Buddhism – introduction to some beliefs and practices and their impact.

• Religious Diversity - introduction to the diverse religious and non-religious landscape in the local area (including differing denominations).

Key Stage 2

Pupils are taught about:

• Christianity – beliefs and practices across the denominations and the impact of these for individuals and communities.

• Hinduism – some beliefs and practices and the impact of these for individuals and communities.

• Judaism – some beliefs and practices and the impact of these for individuals and communities.

• Religious Diversity - the diverse religious and non-religious landscape across the region, including a special study of a local Muslim community.

• similarities and differences within and between religious and non-religious worldviews through at least one thematic study e.g. about ritual, the environment, care for others.

The children will also study non-religious worldviews as appropriate, during at least one key stage. Other religions may be studied where there is a particular relevance - for example, where a pupil within school is part of a different religious community.

Impact

Our curriculum aims to improve the wellbeing and life chances of all children at Walworth school; not only through the skills taught, but through the underpinning values and disciplines that RE promotes. Through strong links with PHSE we promote the overall well-being and health of each child through teaching about self-discipline and that to be successful you need to take ownership and responsibility yourself.

We recognise that each child has their own starting point upon entry to our school, and progress is measured in line with those starting points to ensure every child can celebrate success. Most children who join Walworth Primary School already have some knowledge of religions and religious events. Therefore, our primary aim is to build upon the children’s prior knowledge and help them channel that knowledge in a way that enables them to succeed.

Formative assessment is used to help teachers plan progression and meet the individual needs of children. Teachers also use an assessment tracking tool (iASEND) to help evaluate the effectiveness of the curriculum. This relates to the Durham Local Agreed Syllabus expectations of Study for RE. This in conjunction with lesson observations will enable the subject lead to monitor and evaluate the effectiveness of our curriculum.

All children’s work is recorded in their own RE work book. Feedback and on the spot marking is provided to help the children make maximum progress and move the learning on.