Much Birch CE Primary School Religious Education Policy Document

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1 Much Birch CE Primary School Religious Education Policy Document

2 Policy Statement for Religious Education Religious Education at Much Birch School is taught in accordance with the Herefordshire Agreed Syllabus and all other legal requirements. Our approach is through distinctive R.E. led topics, which allow: - Specific teaching about religious practices. Opportunities for children to explore moral issues, questions about self, relationships and the world around us. Pupils are encouraged to: - Develop a coherent understanding of each faith studied and recognise its distinctive features. Identify ideas and practices which are shared by religions, Reflect upon their and others experience so as to become aware of the spiritual dimension of life. We recognise that R.E. plays an important role in the spiritual, moral, social and cultural development of pupils (although this development is the concern of the whole curriculum.) Through R.E., Collective Worship, Values Education, Circle time and all other curriculum subjects, pupils will be helped to reflect upon those aspects of human life and the natural world, which raise questions of the ultimate meaning and purpose, and to recognise the spiritual dimension of experience. R.E. and morality are not the same thing although R.E. is one of the subject areas that can contribute to moral development. Our school community provides a context for moral learning and experience. We aim to provide a clear, consistent and secure moral framework that will help pupils to explore the moral questions, which affect them. R.E. contributes to social development through the relationship pupils have with members of their class and school, their teachers and with others with whom they come into contact. R.E. fosters cultural development by enabling pupils to understand the way in which society and particular groups within society are bound together by their beliefs, practices, lifestyles, values and attitudes. The Legal Framework for Religious Education The Education Act (1996) and the School Standards and Framework Act (1998) requires that: Religious Education should be provided for all pupils in full-time education except for those withdrawn at the request of their parents [s352 (1) (a)]. This will include school children in Reception classes. Religious Education must be taught in accordance with an agreed syllabus in Voluntary Controlled schools (apart from when parents request RE to be denominational or taught in accordance with the Trust Deed.) [1996 Act s376 (1); 1998 Act s71 (1)] As part of the curriculum, Religious Education should play its part in promoting the spiritual, moral, cultural, mental and physical development of pupils. (1996 s351 (1) (a)] An agreed syllabus should reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of other principal religions represented in Great Britain [1996 s375 (3)]

3 DFE Circular 1/94, paragraph 32 states that an agreed syllabus must not be designed to convert pupils, or to urge a particular religion or religious belief on pupils [Education Act 1996 s.376 (2)] Aims for Religious Education The overall aim of R.E. in schools is to contribute educationally to the development of pupils as individuals and members of society, by fostering a reflective approach to life in the context of a growing and understanding of the experiences, attitudes, beliefs and religious practices of mankind. Our aims are: - To provide pupils with knowledge and understanding of Christianity and other principal religious traditions represented in Great Britain. To develop understanding of the ways in which beliefs influence people in their behaviour, practices and outlook. To develop in pupils a capacity to engage in a search for meaning and purpose in order to enhance their own spiritual and moral growth. To encourage pupils to develop a positive attitude towards all people regardless of their religious beliefs Equal Opportunities All pupils, irrespective of ability, gender or ethnic origin are entitled to an education that will provide the opportunity for them to develop, to the best of their abilities, a competence in all aspects of R.E. Staff provide a variety of experiences / activities during a course of study and during a lesson, employing teaching methods and resources that allow all pupils to have equal access to R.E. and to experience success and enjoyment in their work. Other Educational Needs Provision for children with Special Educational Needs and those children who are gifted and talented will be addressed through the planning process. Differentiation To ensure that all children are equally challenged, all teachers include in their planning differentiated opportunities. There are various strategies for differentiation which include: - By recall / outcome. By task.

4 By recording when children are offered opportunities to record their work in a variety of forms (pictorial, written, oral etc.), which are appropriate to their age and maturity. By support. By expectation when teachers set the children tasks with clear learning objectives based on knowledge and evidence of the children s previous achievements and their ways of learning. By time. By interest. By organisation when teachers vary their grouping strategies and teaching methods to reflect the needs of their class. Classroom Organisation R.E. lends itself to, and benefits from, a wide range of teaching and learning modes which include: Whole class teaching. Group work. Paired work. Individual work. Classroom organisation is the responsibility and preference of individual class teachers The Role of the Incumbent Within R.E. the incumbent is able to offer a range of practical support and advice. He is willing to assist teachers in their delivery of R.E., either in school or church. The Organisation of Religious Education R.E. at both key stages combines a thematic and systematic approach to the study of religions. The Christian festivals are revisited on an annual basis and careful planning ensures progression. Topics have been allocated to ensure that all children are taught the entire Agreed Syllabus. The knowledge, skills and understanding identified in the two attainment targets (At 1 Learning about religion, At 2 Learning from religion) are developed through the three themes of the syllabus. Believing What do people believe? Expressing How do people express their beliefs? Living How do beliefs influence actions? In the Infant department R.E. is taught for a minimum of 36 hours and at Key Stage Two for a minimum of 45 hours per year. Time allocation is made up of R.E. lessons and class discussions during Circle Time activities and Values Education.

5 Special Times: Christmas (Jesus Birthday) Harvest: Giving and sharing Christmas - Angels, messengers from God Easter The Garden Harvest: Saying thank you Christmas The Christmas Story Easter Celebration Special Times Easter (New Life) Long Term Planning Foundation Stage Being special Harvest: Saying Thank you 1 hr Special People Special Places Key Stage One Yr 1 What does it mean to belong to a faith community? (Christianity focus) Why are holy books special? (Christianity and Judaism) Why and how do special places and symbols help people show what they believe? (Christianity & Judaism) Yr 2 What do creation stories teach about God? Why is Jesus important for Christians? Aspects of Judaism Why is Moses important for Jews? Stories from the life of Moses Why should we care for others? Why is Pesach special for Jews? What does it mean to belong to the Jewish community? Shabbat home and synagogue.

6 Key Stage Two Y3 & Y5 Y4 & Y6 Believing Expressing Living What is worship and how is it expressed? C (At least 1 from H or I or S) What makes some books sacred and what influence do they have on believers lives? C S I Who was Jesus, Muhammad, Guru Nanak and why do people follow them today? C S I What is God like and how does believing in God influence people s lives? C H S I Why do believers see life as a journey and what significant experiences mark this? C (1 from H or S) How and why do people celebrate religious festivals? How and why do religions teach that people should care for others and for the natural world? C (At least 1 from H or I or S) How do families practise their faith and how does it influence their lives? C ( 1 or more from H or I) How do we decide what is right / wrong? What do religions say? C (1 from I or S) Harvest Christmas Easter Themed Days Y3 Y4 Appreciation of God s provision Growth and Increase Gifts and gift bringers New Beginnings Year A Chinese New Year Journeys Mary s milestone map Y5 Multi-cultural food Jesus the Light of the world Peter failure and forgiveness Y6 Nature s Cycle Changes Humility and service / Pentecost Year B Holi Times of sorrow and joy Year C Id-ul-Fitr / Id-ul- Adha Year D Baisakhi

7 Medium Term Planning - Learning Outcomes Reception Being Special Retell religious stories making connections with personal experiences. Share and record occasions when things have happened in their lives that made them feel special. Special People Talk about people who are special to them and say what makes their family and friends special to them. Identify some of the qualities of a good friend. Reflect on the question Am I a good friend? Recall and talk about stories of Jesus as a friend to others. Recall stories about special people in other religions and talk about what we can learn from them. Special Times Be able to give examples of special occasions and suggest features of a good celebration. Retell stories connected with Harvest, Christmas and Easter. Say why Harvest, Christmas Easter and a festival from another faith is a special time for Christians / faith members. Retell stories connected with a festival from another faith. Say why this festival is important to believers. Special Places Talk about somewhere that is special to them and say why. Be aware that some religious people have places which have special meaning for them. Get to know and use appropriate words to talk about their thoughts and feelings when visiting a church. Express a personal response to the natural world or stories about how we look after the world.

8 Why are holy books special? Year One Give examples of books and stories which are very special to people and say why. Describe in simple terms why the Bible is special to Christians. Retell stories from the Bible and talk about their meaning making connections with their own lives. Know what the Torah is, how it is used in Jewish worship and why it is important to Jews. Talk about how Jews treat the Torah and how this shows us it is special. Why is Christmas, Easter and Pesach special for believers? Identify a special time they celebrate and say simply what celebration means. Talk about their experiences and feelings when celebrating a special occasion. Retell faith stories connected with the main Christian and Jewish festivals. Suggest what these stories mean for believers, making connections with their own lives. Identify some artefacts and symbols related to the festival and suggest their meaning. Identify some reason for celebrating religious festival making connections with their own lives. Why and how do special places and symbols help people show what they believe? Begin to recognise that some people have places which have special meaning for them, and talk about somewhere that is special to them saying why. Identify special objects and symbols found in their own home or school and say why these are special and what they mean. Identify special objects and symbols found in some Christian places of worship and homes, and be able to say something about how these are used and what they mean to believers. Talk about their thoughts, feelings and puzzling questions when visiting a place of worship. Ask some good questions of believers about how they feel when they are in their place of worship. Identify special objects and symbols found in Jewish homes and in a synagogue and be able to say something about how these are used and what they mean to believers. Name a mezuzah; talk about how it is used, what it contains and what this says about God. What does it mean to belong to a faith community? Retell what happens at a traditional Christian infant baptism and suggest what the actions and symbols mean. Work out a symbol to remind themselves of something special in their own experience. Ask some thoughtful questions about what is special and of value to believers when they meet for worship and celebration. Talk about the good and challenging things about belonging to a group that is special to them. Identify special objects and symbols found in some Jewish homes and be able to say something about how these are used and what they mean to believers.

9 Year Two What do creation stories teach about God? Retell in simple terms the story of the creation from the Bible and talk about how this is important for Christians and Jews. Ask and respond to questions arising from the creation story. Begin to recognise that some questions about God have lots of different answers. Identify what the creation story tells people about why it is important to look after the world. Use colour, words, actions or music to express their own feelings and ideas about the creation story and about God. Make the link between the 7 th day of creation and Shabbat. Talk about some of the things some Jewish families would and would not do on Shabbat and why. Why are Jesus and Moses important for Christians and Jews? Talk about people who are special to them and say why they are special. Retell stories about Jesus that led people to follow him. Identify qualities people admired in Jesus and suggest how they might put these into practice in their own lives. Talk about the feelings and emotions experienced by Moses when he was called by God to be a leader. Talk about own experiences in the light of the story. Talk about how stories of Moses are important for both Jews and Christians. Why is Christmas, Easter and Pesach special for believers? Retell faith stories connected with the main Christian and Jewish festivals. Suggest what these stories mean for believers, making connections with their own lives. Identify some artefacts and symbols related to the festival and suggest their meaning. Identify some reason for celebrating religious festival making connections with their own lives. Why should we care for others? Retell stories Jesus told about being a friend to others. Express their own ideas about the meaning of some stories Jesus told. Identify what kind of person would make a good friend and reflect on the question Am I a good friend? Identify the two important rules (commandments) Jesus gave his followers and work out questions to ask Christians today about how they follow these. Retell stories about love and forgiveness and express their own ideas about why Jesus did good things for other people. Explain simply what it means to forgive and be forgiven, giving an example from their own experience. Talk about one of the Jewish rules for living and what it might mean for their own behaviour.

10 Year 3 Who was Jesus and why do people follow him today? Use developing religious vocabulary to describe and show understanding of some key events in the life of Jesus. Reflect on the meaning of stories and teachings of Jesus and make connections with experiences in their own lives. Identify the impact Jesus had on people he met. Who was Guru Nanak and why do people follow him today? Retell stories and teachings of the Sikh Gurus showing understanding of their meaning and importance for Sikhs. Identify what they consider to be a wise person. Identify, for them, what makes a good teacher. What makes some books sacred and what influence do they have on believers lives? Make a link between the experience of taking part in a trust game activity and the ways in which sacred words guide believers. Identify how, and to what or who, they show respect and say why these are worthy of respect. Ask some questions and suggest some answers about how the Bible influences Christians and what influences themselves. Express their understanding of key texts and say how it might influence a Christian today. Apply some sayings of Jesus to their own lives, giving their own ideas about the religious teaching. Use some religious words to explain how and why the Qur an is important to Muslims and how respect is shown towards it Use some religious words to explain how and why the Guru Granth Sahib is respected. What is worship and how is it expressed? Reflect on a spiritually significant place in their lives and express ideas about what makes this special. Identify and explain symbolic actions in everyday life. Identify some differences in the way Christians worship. Use religious language to describe Lord s Supper. Express own ideas about the value of times of reflections and thanksgiving. Explain why the Lord s Prayer is so important for many Christians. Ask some thoughtful questions about why worshippers choose to attend a church / gurdwara. Use religious vocabulary to identify and explain some symbolic objects, actions and sounds found in a church / gurdwara and say how these help people worship. How and why do religions teach that people should care for others and the natural world? Make links between the Biblical creation story and the activities of Christians relating to care of the planet. Make connections between the teachings of Paul and Jesus and the work of one Christian agency today. Make links between Hindu beliefs in ahimsa and keeping a vegetarian diet. Ask and respond to questions about fairness in the world. Identify the qualities needed to take action to bring about what is right and good. How and why do people celebrate Christian religious festivals? Reflect on what is worth celebrating and remembering in my own life and community. Identify the difference between religious festivals and other types of celebrations. Suggest answers to question about the value of celebrating significant events. Ask and respond to questions raised by the stories behind religious festivals. Use religious vocabulary to show understanding of the significance of key Christian festivals to Christians. Express own ideas about the value of times of reflection, thanksgiving and remembrance.

11 Year Four What is God like and how does believing in God influence people s lives? Describe some of the ways in which Christians think of God. Make links between what a Christian believes today and stories from the Bible of how people met God. Describe some of the ways in which Muslims describe God. Identify similarities and differences with ideas about God in other religions they have studied. Reflect on their original ideas about God and express their understanding in light of their learning and describe how belief in God inspires and influences people today. Why do believers often see life as a journey and what significant experiences mark this? Suggest some reasons why life is often described as a journey and express their own metaphors for life giving their reasons. Identify significant milestones in their life so far and explain why these are meaningful. Using religious vocabulary, describe and explain why commitment ceremonies such as confirmation and marriage are important to some Christians. Know and understand that Hinduism describes life as a journey, identifying 16 stages or samskaras. Using religious vocabulary, describe and explain what happens in a Sacred Thread ceremony and why it is important for some Hindu young people. Using religious vocabulary, describe and explain what happens in a Hindu wedding ceremony and the symbols used. How do we decide what is right and wrong? What do religions say? Identify personal, family, school values / codes for living which influence their own behaviour. Describe similarities and differences between the codes for living used by Christians and the followers of Islam. Reflect on how having a code for living might help believers with difficult decisions. How do families practise their faith and how does it influence their lives? Identify any practices, customs or traditions in their own family life or in the family life of the school and say why these are helpful or valuable. Reflect on the values that are important in their own lives and in the school community and how these values are expressed. Describe how Baptist and Anglican Christians and Muslim believers practise their religion at home and in the family. Ask and respond to questions (stimulated by a range of source material) about how religion influences believers everyday lives. Explain the meaning of respect and be able to say why people believe it is important to treat others, especially older people, with respect. Identify how respect and care for others is shown in their own families or in the family of the school. How and why do people celebrate Christian religious festivals? Reflect on what is worth celebrating and remembering in my own life and community. Identify the difference between religious festivals and other types of celebrations. Suggest answers to question about the value of celebrating significant events. Ask and respond to questions raised by the stories behind religious festivals. Use religious vocabulary to show understanding of the significance of key Christian festivals to Christians. Express own ideas about the value of times of reflection, thanksgiving and remembrance.

12 Year Five Who was Jesus and why do people follow him today? Identify the impact Jesus has on the lives of individual Christians today. Explain how Christian commitment has changed individuals lives and the lives of others. Describe what inspires and influences themselves and others. Who was Muhammad and why do people follow him today? Retell stories about Prophet Muhammad showing understanding of their meaning and importance for Muslims. Explain why Muslims believe Muhammad to be the final prophet. Identify the qualities of a good leader. Give reasons why Muhammad is held by Muslims as an inspirational religious leader and example to follow. What makes some books sacred and what influence do they have on believers lives? Make a link between the respect they show to those that they trust and love with how believers show respect to their holy books. Identify examples of writings Psalms, creation stories, life stories. Apply some sayings of Muhammad / Guru Nanak to their own life, giving their own ideas about the religious teaching. Make a link between sources of authority and guidance in their own lives and the ways Mulsims use the Qur an. Use some religious words to explain how and why the Guru Granth Sahib is cared for in the Gurdwara. What is worship and how is it expressed? Identify and explain symbolic actions in everyday life which express inner feelings. Explain the meaning of worship for a believer. Identify the differences in the way Christians worship in two denominations. Use religious language to describe Communion for Christians; say why it matters so much for believers. Express their own ideas about the value of times of praise and remembrance. Identify ideas and feelings in a prayer and express their own reflections in a prayer or poem. Ask some thoughtful questions about why worshippers choose to attend a church / mosque and suggest some possible answers. Use religious vocabulary to identify and explain some symbolic objects, actions and sounds found in a church / mosque and say how these help people worship. Identify in at least one religion what pilgrims hope for from their religious journey and suggest ways in which this has an impact on their life. How and why do religions teach that people should care for others and the natural world? Make links between the teachings of Islam and the work of Islamic Aid today. Make links between Sikh beliefs in equality and service and the practice of the langar at the gurdwara. Ask and respond to questions about justice in the world. Reflect upon and express their own ideas and beliefs about care for the natural world and treating others with justice and love in light of their learning, through story, art, drama, music and ICT. How and why do people celebrate Christian religious festivals? Reflect on what is worth celebrating and remembering in my own life and community. Identify the difference between religious festivals and other types of celebrations. Suggest answers to question about the value of celebrating significant events. Ask and respond to questions raised by the stories behind religious festivals. Use religious vocabulary to show understanding of the significance of key Christian festivals to Christians. Express own ideas about the value of times of reflection, thanksgiving and remembrance.

13 Year Six What is God like and how does believing in God influence people s lives? Ask questions and suggest answers to puzzling questions arising from exploration of Christian beliefs about God. Name key Hindu deities and explain the characteristics of God they depict. Identify the Aum symbol and be able to explain its meaning for Hindus. Ask questions and suggest answers to puzzling questions arising from exploration of Hindu murtis and how they are used in worship. Describe some Sikh beliefs about God. Identify the Ik Onkar symbol and explain its significance to Sikhs. Identify some examples of inequality in the world today and suggest what a Sikh might say and do about these and why. Reflect on their original ideas about God and express their understanding in light of their learning and describe how belief in God inspires and influences people today. Why do believers often see life as a journey and what significant experiences mark this? Suggest answers to questions about the value of having rituals to mark important events. Ask some questions and suggest some answers about beliefs about death expressing their own responses. Create a statement of their own beliefs about life after death reflecting on ideas from Christianity and Hinduism. Express their own feelings and thoughts about growing up and taking on responsibility. How do we decide what is right and wrong? What do religions say? Ask and respond to questions about the importance of having a set of beliefs or values to guide choices and decisions in daily life. Apply some of the teachings of Jesus / Guru Nanak / Muhammad about good ways of living to my own life giving my reaction to the religious teaching. How do families practise their faith and how does it influence their lives? Reflect on the values that are important in their own lives and in the school community and how these values are expressed. Describe how Orthodox and Catholic Christians and Hindu believers practise their religion at home and in the family. Ask and respond to questions (stimulated by a range of source material) about how religion influences believers everyday lives. Explain the meaning of respect and be able to say why people believe it is important to treat others, especially older people, with respect. Identify how respect and care for others is shown in their own families or in the family of the school. How and why do people celebrate Christian religious festivals? Reflect on what is worth celebrating and remembering in my own life and community. Identify the difference between religious festivals and other types of celebrations. Suggest answers to question about the value of celebrating significant events. Ask and respond to questions raised by the stories behind religious festivals. Use religious vocabulary to show understanding of the significance of key Christian festivals to Christians. Express own ideas about the value of times of reflection, thanksgiving and remembrance.

14 Short Term Planning Short term planning contains the information that will best enable the delivery of the specified learning outcomes. In deciding how to achieve the desired outcome, the level descriptions are used to ensure that tasks set are at an appropriate level. Lesson content is planned with emphasis upon creative and expressive activities and the development of skills. Learners should be provided with a range of experiences and opportunities to enrich and broaden their learning in R.E. R.E. Skills Progress in R.E is dependent on the development of a range of skills, which enable learners to understand concepts. Investigate Ask relevant questions; Know how to use different sources to gather information. Interpret Draw meaning from artifacts, symbols, stories, works of art and poetry; Suggest meanings of religious texts. Reflect Ponder on feelings, relationships, experience, ultimate questions, beliefs and practices. Evaluate Refer to different views and use reason to support own ideas; Weigh the respective claims of self interest, consideration for others, religious teaching and individual conscience. Empathise Consider the thoughts, feelings, experiences, beliefs, values of others; See the world through someone else s eyes; Develop the power of imagination to identify feelings such as love, wonder, forgiveness and sorrow. Analyse Draw out essential ideas and distinguish between opinion, belief and fact; Distinguish between key features of different faiths. Synthesise Make connections between ideas and different aspects of religions in a coherent pattern; Connect different aspects of life into a meaningful whole. Apply Apply what has been learnt about beliefs and values to a new situation. Express Explain concepts, rituals and practices; Articulate matters of deep conviction and concern by a variety of means not only through words; Respond to religious issues through a variety of media. Discern Identify the significance of what has been learnt for their own lives; Develop insight into personal experience and religion; Explore the positive and negative aspects of religious and secular beliefs and ways of living.

15 Assessment Assessment in R.E. forms an integral part of teaching and learning and is not a bolt on activity completed at the end of a topic. It is not possible or appropriate to assess all aspects of pupils work in R.E. It is inappropriate to make judgments about pupils personal beliefs, opinions and reflections. It is however possible to assess progress in the development of knowledge, understanding and skills. Assessment enables teachers to gather information about pupil learning and progress. Class teachers assess children against the learning outcomes for lessons and this informs future planning. At least once per term a planned learning activity will be identified as a specific assessment opportunity. These activities use a wide range of methods, e.g. observation, listening to pupils, questioning, setting tasks which require the use of key R.E. skills, written tasks, discussion, self and peer assessment activities. The assessment scales in the Agreed Syllabus should be used as a planning tool to help teachers gauge whether their own expectations are realistic and sufficiently challenging to enable pupils to make progress in R.E. The level descriptions are not used to give feedback to pupils or parents. Curriculum Review On Curriculum Days the R.E. coordinators review the planning process completed by each class teacher to: Check coverage to ensure that all requirements of the Agreed Syllabus are being adequately met. Identify any gaps or unnecessary repetition. Ensure that appropriate resources are identified and, where necessary, are acquired. Review work completed by pupils to monitor standards throughout the school. As R.E is identified on the school development plan lesson observations will be conducted by the SLT to allow the quality of teaching and learning to be monitored. Policy and Curriculum Review This policy is reviewed every three years, as identified on the school development plan, by the R.E. coordinators in consultation with all other members of staff. Monitoring of R.E. taking into account the views of all staff will be an ongoing process and any identified needs will be prioritised and recorded on planning sheets informing the school improvement plan. Inset Provision The school attempts to provide all members of staff with the opportunity to develop their skill in R.E., either through appropriate school based or county led in service training.

16 Resources All teachers have a copy of this document with an extra copy available in the office. Copies of the Agreed Syllabus have also been distributed to all staff. Where appropriate, teachers make use of a wide range of resources in the teaching of R.E. They include: Information technology Audio / Visual materials Artefacts Buildings Visits / Guest speakers Written materials Topic packs of books and artefacts can be ordered through the Schools Library Service. (Tel: / )

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