Mrs Bandara
RE and SIAMS Lead
Intent - Why are we teaching this?
The three fundamental aims of our RE curriculum is to ensure that all pupils; make sense of a range of religious and non-religious beliefs, understand the impact and significance of religious and non-religious beliefs and make connections between religious and non-religious beliefs, concepts, practices and ideas studied. The Church of England’s Vision for Education leads our whole school RE curriculum intent to ensure that every pupil leaves our school with a strong and meaningful understanding of wisdom, hope, dignity and community. Our curriculum delivery ensures that the spiritual, moral, social and cultural development of all pupils is prioritised to ensure every individual is supported and challenged to reflect upon, develop and affirm their own beliefs, attitudes and values.
Implementation - How is this being taught in the classroom?
At Grampound with Creed, we use the Understanding Christianity and follow the objectives in the Cornwall Agreed Syllabus 2020-2025 to ensure the teaching of World Faiths in addition to the thematic units (including Curriculum Kernewek) are followed. The curriculum has been mapped out progressively RE is taught once weekly across the school and is delivered to ensure pupils understanding of religious education is deepened, building upon learning and enabling pupils to compare the religions, beliefs and practices they have studied. RE is taught discretely weekly and is given priority within the curriculum, ensuring that delivery is at least 5% of the weekly timetable. The wisdom, knowledge and skills within each unit leads to a clear, concise ‘end point’. The learning objective for each lesson leading to this is posed to pupils as a question, which therefore enables them to flourish within each lesson of the unit to successfully answer the final question “Why does Christmas matter to Christians?” and “Why is Diwali special for Hindus?” for example. Each lesson is delivered by staff whose expertise and knowledge of the RE curriculum is continually developing through carefully planned continual professional development opportunities. The impact of this is monitored rigorously by the RE Lead whose ambition and intent for the delivery of RE is deep-rooted within the school’s Christian vision; Be the Light Matthew 5-14.
At Grampound with Creed, we use the Understanding Christianity and follow the objectives in the Cornwall Agreed Syllabus 2020-2025 to ensure the teaching of World Faiths in addition to the thematic units (including Curriculum Kernewek) are followed. The curriculum has been mapped out progressively RE is taught once weekly across the school and is delivered to ensure pupils understanding of religious education is deepened, building upon learning and enabling pupils to compare the religions, beliefs and practices they have studied. RE is taught discretely weekly and is given priority within the curriculum, ensuring that delivery is at least 5% of the weekly timetable. The wisdom, knowledge and skills within each unit leads to a clear, concise ‘end point’. The learning objective for each lesson leading to this is posed to pupils as a question, which therefore enables them to flourish within each lesson of the unit to successfully answer the final question “Why does Christmas matter to Christians?” and “Why is Diwali special for Hindus?” for example. Each lesson is delivered by staff whose expertise and knowledge of the RE curriculum is continually developing through carefully planned continual professional development opportunities. The impact of this is monitored rigorously by the RE Lead whose ambition and intent for the delivery of RE is deep-rooted within the school’s Christian vision; Be the Light Matthew 5-14.
Impact - What is the effect?
As a result, every child who leaves our school can shine their light and share their wisdom, knowledge and skills when talking about world faiths, Christianity and spirituality. The journey of learning is recorded in children’s RE books or class spirituality floor books if appropriate. Work showcases a range of evidence and clearly demonstrates the religious education journey pupils have taken. Due to the clear sequence of learning within each unit, children can respectfully and confidently articulate the ‘end points’ for each unit and reflect thoughtfully and conscientiously on the meaning of this. By the end of year 6, pupils will have learnt about the beliefs, teachings and practices of traditions around the world and will be able to recognise how to show respect and appreciation for the diverse traditions, religions and cultures across the world. school, they are effectively equipped with the skills to tackle many of the moral, social and cultural issues they are likely to face during life’s journey and shine brightly in their contributions to school life and the wider community. Children can reflect and respond to explore the meaning of religions and beliefs and can talk about how for some people, religion is the light of people’s lives
Take a look at how we sequence the knowledge and skills across each year group!
Take a look at an example of an RE Knowledge Organiser and how we sequence learning within topics through the use of key questions!