RELIGIOUS EDUCATION

At Basildon C.E. Primary, the aim of Religious Education is to help pupils develop a knowledge of all religions, helping them to become well rounded, understanding individuals who respect difference and diversity. We encourage children to develop their own thinking and understanding of religion which contributes to their understanding of the world and their own experience within it. (Understanding Christianity, 2020).

Pupils will appreciate the way that religious beliefs shape life and behaviour. They will develop the ability to make informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development. We believe that it is vital for pupils to learn from and about religion, so that they can understand the world around them. We encourage pupils to ask questions about the world and to reflect on their own beliefs, values and experiences.

 

When planning Christianity units, we are currently embedding concepts from Understanding Christianity. Understanding Christianity identifies core concepts at the heart of Christian belief. Knowledge ‘building blocks’ are outlined to clarify what pupils should know about these concepts at each learning milestone. Each unit incorporates three elements: Making sense of the text, Understanding the Impact and Making Connections. We use the Oxford Diocese Guidance Materials for our other faith units.

 

Disadvantaged children and those with SEND are given full access to the RE curriculum. Teachers use a range of strategies to enable all children to become understanding, respectful individuals including:

  • Discreet teaching of vocabulary to ensure all children are access and use religious terminology

  • Pre-teaching where appropriate for example: sharing texts with a child prior to the lesson

  • Dual coding to help children efficiently learn key concepts

  • Thinking maps and mind mapping to enable children to organise and memorise key knowledge

During each Key Stage pupils are taught knowledge, skills and understanding through learning about Christianity (50%) and other faiths (50%). In KS1, children learn about the Jewish religion alongside Christianity and in KS2 other faiths are studied per year. During this academic year, pupils in KS2 learnt about the Islamic faith.

 

What RE looks like in lessons:

  • Christianity (50%) and other faiths (50%) taught in blocks.

  • Christianity units are guided by Understanding Christianity planning resources. These resources cover significant theological concepts within Christianity as part of developing the pupils wider religious, theological and cultural literacy.

  • Other faith units are guided by: Oxford Diocese planning materials.

  • In Summer term 2 - Multifaith unit (6 weeks)

  • Children gain a deeper understanding of the religion studied through the use of resources/artefacts.

  • Knowledge gained about the religion with connections made.

  • Chris Quigley Milestones used to also guide planning/assessment.

 

What RE at Basildon looks like outside of lessons:

  • Cross curricular links where appropriate.

  • Visits to places of worship and religious visitors in school

  • Clear evidence of our key values (Respect, Resilience and Excellence)

Children demonstrate a positive attitude towards people of any religion and show an understanding of cultural beliefs different to their own. They demonstrate respectful behaviour to all and this is transferable outside of school in the wider community and beyond. Through their R.E. learning, the children are able to make links between their own lives and those of others in their community and in the wider world.

Formative Assessment

  • Pre unit diagnostic assessment

  • Verbal Feedback – the vast majority of feedback is in conversation with the pupil, allowing misconceptions to be spotted and effectively addressed at an early stage.

Summative Assessment

  • End of unit assessment - assessed against key stage Milestones

  • Understanding Christianity - Pupils achievements can be assessed against ‘knowledge building blocks’ for each concept and against end of phase outcomes.

  • Expectations in line with English

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Subject leaders map tier two vocabulary across each milestone and tier three vocabulary for each unit. Dual coding is used to support the discreet teaching of religious vocabulary across the curriculum.

The school’s curriculum driver of diversity underpins the entire RE curriculum. Teachers actively seek opportunities to promote and celebrate diversity across the curriculum wherever appropriate. For example, exploring Christianity as a global religion through the use of images and artefacts.

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