Religious Education

The RE Curriculum at South Street Community Primary

RE Curriculum Aims

Our aim at South Street is for our pupils to have opportunities to be curious and explore different religions and cultures, whilst building the confidence to be able to express their beliefs and worldviews. We are fortunate to have a high level of cultural and religious diversity in school and we use this to provide rich, first-hand experiences. This, in turn, will promote compassion and tolerance in our community. Our teaching and learning will be inclusive and encourage community cohesion. We want to provide the children with both disciplinary and substantive knowledge and give them plenty of opportunities to demonstrate retrieval of this knowledge.

Our ultimate goal is for our pupils to become confident and knowledgeable young people with a compassionate awareness and understanding of the world around them and the different communities that exist within it. We promote their personal development and resilience, and this curriculum will provide them with opportunities to express themselves creatively and allow them to develop their own worldview. Our curriculum will be accessible to all learners and will be scaffolded and adapted when necessary. This will enable our pupils to leave South Street as confident individuals with the qualities and attributes needed to understand and tolerate a multicultural and diverse world and to participate effectively in society.

Implementation

The RE curriculum at South Street follows the statutory guidance from the Standing Advisory Council on Religious Education for Gateshead (SACRE).  We have used the latest guidance from SACRE and other forms of research to create an engaging and ambitious curriculum that allows our pupils to meaningfully explore and learn about the principal religions and Humanism. At South Street we will use enquiry questions and key topics to provide anchors for our units of learning and promote pupils’ curiosity, knowledge and understanding. Where possible, we link our learning to significant religious festivals as a further engagement tool.

As informed by the SACRE requirements, we will cover Christianity and the principal religions: Buddhism, Hinduism, Islam, Judaism and Sikhism. We will also cover non-religious worldviews, namely Humanism in Year 6.

For each faith, the key questions identified in the Gateshead Agreed Syllabus for all key stages are:

  • What do followers of this religion believe?
  • Why are some people important to followers of this religion?
  • What does this religion teach?
  • How do followers of this religion worship?
  • How do followers of this religion live?
  • What do followers of this religion celebrate?

This will allow pupils to develop their confidence and ability to express themselves and their personal values, whilst understanding and tolerating other views.

As a multicultural and diverse school, children’s lived experiences are some of our most valuable approaches when teaching RE. Where possible we hold whole school celebrations of cultural when it comes to festivals, traditions and practices. For example, Eid al Adha and Diwali. Visits to places of worship or cultural significance also offer ideal opportunities to explore different worldviews and every year group will visit a place of worship at least once. We also use artefact resources for the principal religions, and these will be utilised when teaching about those worldviews.

What you will see in a South Street RE Lesson

  • Lessons are relevant to the children, their lives and the wider world.
  • Teaching covers principal religions in a non-denominational approach.
  • High-quality questioning to assess children’s prior knowledge, during and throughout a unit of work.
  • Lessons are well-structured, engaging and stimulating.
  • An emphasis on correct and ambitious vocabulary.
  • High-quality verbal feedback is provided throughout activities and sessions.
  • It is expected that during RE lessons, an emphasis will be placed on active learning through planned discussions, artefact investigations, stories, role-playing/hot seating, group work and research.
  • Sequenced lessons/sessions/activities which deepen understanding and are meaningful in their delivery and impact.
  • Sensitive use of comparing and contrasting different worldviews. Emphasis to be placed on commonalities and careful and considered approach to be taken when highlighting differences.
  • Opportunities for enrichment activities (e.g. trips to places of worship).
  • Achievement and Inclusion for all: All activities are planned, scaffolded and adapted where needed to ensure every child at South Street can engage with the learning. Adaptive teaching, including careful scaffolding, to be used when necessary.

Impact

Progress in our curriculum is measured by children knowing more and remembering more.

In RE we will use varied methods of assessment tools when carrying out our teaching. Prior knowledge will be assessed through different activities or strategies such as word clouds, post-its, mind-maps, hot seating, sorting exercises, inference activities, etc. Staff use assessment tools to understand pupils’ learning.

Class teachers will also gather evidence of any RE learning that takes place in books which can be used by the RE lead to assist children in their discussions. Pupils have opportunities to reflect on their learning throughout the unit of work using the book as a reference point.

If you would like further information about the curriculum, please contact Mrs Wynn in the school office.

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