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“Building a life-long love of learning in a safe and happy school”
Religious Education allows children to experience and develop a range of values, attitudes and beliefs that may enrich their lives and deepen their respect for themselves and others. We believe it is not only important to learn about religion, but also to learn from religion and we recognise that this is fundamental to the development of good relationships within our school and indeed throughout society.
Religious Education is part of the core curriculum and is therefore an entitlement for every child. The Milton Keynes Agreed Syllabus for Religious Education reflects the fact that the religious traditions in this country are mainly Christian, whilst taking account of the teaching and practises of the other principal religions represented.
Parents may withdraw their children from all or any part of Religious Education and teachers can exercise their right to withdraw from teaching the subject. However, we hope that all parents and teachers feel comfortable with the way in which Religious Education is taught in our school.
Religious Education aims to help pupils to:
Unlike subjects of the National Curriculum, Religious Education is taught in accordance with the Milton Keynes Agreed Syllabus and is supplemented by the QCA Schemes of
The Religious Education curriculum in Foundation Stage and KS1 is based on two attainment targets; these are:
Teachers will use the attainment targets when planning, teaching and assessing the units of study at each Key Stage.
There are two types of study units:
At Loughton Manor First School we pride ourselves in our school grounds and benefit from a community rich with learning opportunities. We recognise the importance of Outdoor Learning (OL) on our children’s development and plan OL opportunities whenever possible.
In Foundation Stage, the Religious Education topics taught will be selected from the syllabus and designed to suit the children by the Foundation Stage teachers following MK Syllabus guidelines. All Religious Education taught will contribute to children’s achievement of the EYFS document. The requirement to provide religious education does not apply to nursery schools or nursery classes. However, the syllabus guidance does support appropriate provision for children’s spiritual, moral, social and cultural development.
In Years 1 and 2, the core units are:
and the optional units include:
When planning for children’s spiritual, moral, cultural and social development we are aware that for many children their family and faith community will have a major role in promoting values and attitudes. Activities are mostly planned to develop and enrich these areas during circle time. We aim for our wider planning to provide many varied opportunities where pupils are encouraged to reflect upon their experiences and observe and value things of beauty. In addition we aim to be prepared for unplanned situations where the opportunity arises to develop pupils’ spiritual and moral awareness. A Religious Education Assembly has been added on a Wednesday. This assembly reinforces topics taught. Also moral values – politeness, making friends.
In Foundation Stage, the children work towards the personal and social EYFS document, and their Religious Education work may often be an integral part of other subject areas.
In KS1, Religious Education is taught in separate units of work, though they may link to other curriculum areas where appropriate. Issues of a moral, social or cultural nature are often addressed through regular assemblies in collaboration with external agencies, or as the main focus of a Religious Education lesson.
According to the MK Agreed Syllabus, Religious Education should help pupils to begin to develop the following skills and attitudes by the end of Year 2:
Pupils are encouraged to develop these skills and attitudes through a wide range of activities including:
Role play, art work, food technology, listening to and making music, singing, writing, discussion and debate, listening to others or to stories/poetry, using ICT resources, movement and dance, reading, visiting places of religious significance or welcoming visiting speakers.
Pupils take part in these activities independently, as part of a small group, as a whole class or even as a year group.
Whilst all the aforementioned aspects of development are extremely important, no formal assessment is deemed necessary or practicable in Religious Education. Ongoing teacher assessment makes use of the level descriptors included in the MK Syllabus to assess, plan for and comment on pupils’ work.
In our annual report to parents at the end of the summer term, class teachers write a personal profile where comment on pupils’ social development is made.
Our Religious Education resources include religious texts, books, DVDs, music, posters, art and religious artefacts. Resources are kept in the teachers’ resources room in large storage boxes which relate to specific religions. We take care to store and handle special artefacts with due respect for their significance. Each box is clearly labelled and has a contents list on the lid. There are also several box files of resources on the RE shelf above the boxes.
School visits are an important and integral part of the Religious Education curriculum, enabling pupils to experience valuable and exciting aspects of their study. Likewise, we welcome and appreciate visiting speakers and regard them as an invaluable resource.
In Year 1 children visit a church. In Year 2 children visit a Mosque/Church and also a speaker comes in to talk about Jewish Family Life.
All children have equal access to our Religious Education curriculum in line with the school’s Equal Opportunities and Racial Equality Policy.
Monitoring and evaluation will be within the remit of the Humanities Team, a curriculum team which meets termly. Their annual SIP Action Plan will identify aspects for development/improvement that help to support and sustain our culture of positive relationships across our school community.
The Religious Education subject manager is responsible for resourcing and coordinating the delivery and provision within the school. RE is taught by class teachers or a suitably trained and experienced teaching assistant. This includes supporting colleagues, purchasing suitable resources, keeping up to date with new developments and teaching strategies and cascading new developments to colleagues in school.
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