Religious Education at Redhill

“Learning in RE helps to underpin the development of respect and tolerance and supports school values and the preparation of pupils for life in modern Britain. RE makes a valuable contribution to pupils’ personal development and to their understanding of the wider world. “

- National Association of Teachers of Religious Education (NATRE)

Intent

At Redhill Primary Academy, we have designed our R.E. curriculum with the intent that our children will become resilient, accepting, considerate and inquisitive learners. Our R.E. curriculum allows children to discover and gain an insight into religions within the community, and the wider world, that we live in. The teaching of R.E. is vital for children to understand others’ beliefs and make connections between their own values. It is our role to ensure pupils are being inquisitive; through high quality experiences pupils are able to ask questions about the world around them.  

Our belief is that, by using an enquiry-based model, children’s critical thinking skills can be developed; their motivation to learn increased; and their empathy with people and their beliefs, religious or otherwise, will be enhanced. This approach takes very seriously the philosophy that children are free to make their own choices and decisions concerning religion and belief. RE does not try to persuade, but rather to inform and develop the skills with which evaluation can take place.

We will deliver a curriculum that:

  • Celebrates the diverse and rich community at Redhill Primary Academy.
  • Inspires creative learning through excellent teaching practices that build on prior learning and allow for progression of knowledge and skills that build upon high starting points.
  • Our curriculum embraces the community in which our school is situated, recognising some of the main religions in the community: Christianity, Hinduism, Sikhism and Islam.
  • Is inclusive, develops self-confidence and identifies that all our children are unique and therefore, we should all be tolerant of each other’s beliefs.
  • Encourages our children to be inquisitive about others’ beliefs developing inquiry based R.E. skills that allow them to be culturally aware of the world around them. 
  • Promotes equality and understanding of fundamental British Values and ensures they are prepared for life in modern Britain.

Implementation

The R.E. curriculum is led and overseen by our R.E. subject leader who will monitor, evaluate, review and celebrate good practice.

  • The R.E. curriculum will follow the Telford Agreed Syllabus, in conjunction with the Understanding Christianity programme.
  • R.E. is taught every half term so that each year group will have at least 2 units to cover.
  • All RE lessons will start with retrieval practices to recall prior substantive learning so that new knowledge and skills can be built upon what has been taught before. R.E. Lessons will build upon prior learning and develop skills year upon year so that pupils have an opportunity to learn ABOUT religions as well as FROM religions.
  • The Early Years will focus on Christianity and in addition, will explore other festivals. In KS1, children will be taught about Christianity plus Sikhism. In Years 3 & 4, children will build upon their prior learning as well as learn about Hinduism. In Years 5 & 6, along with building upon previous learning, pupils will learn about Islam.
  • We will provide our pupils the opportunity to reflect upon their own beliefs and identify similarities and differences between different faiths.

Impact

“The positive results of pupils’ learning can then be seen in the standards they achieve.”

  • Ofsted, 2019
  • Children will have a stronger awareness of the world around them and will be mindful of the beliefs of others.
  • Children will feel they are valued as individuals and that their beliefs are respected and celebrated.
  • Enjoyment of the R.E. curriculum will promote creativity, achievement, confidence and inquisitive minds. 
  • Children feel safe to learn new things and share their beliefs with others in an accepting environment.
  • Children leave the school with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.

We measure the impact of our curriculum through the following methods:

  • Through assessment for learning activities within every lesson.
  • Interviewing the pupils about their learning (pupil voice interviews).
  • Work scrutinies.
  • Moderation staff meetings where pupil's work is scrutinised and there is the opportunity for a dialogue between teachers to understand their class's work.
  • Annual reporting of standards across the curriculum to parents.
  • Learning walks.

The R.E. subject leader will continually monitor the impact R.E. teaching is having on the children's learning, through work scrutinies, to ensure the progress of knowledge and skills is being taught.  They will also ensure the knowledge taught is retained by the children and continually revisited and that the learners are able to apply the skills they have been taught to a variety of different contexts, showing independence with their learning. Impact will also be measured through key questioning skills built into lessons, learning objectives and success criteria and assessments aimed at targeting next steps in learning.