Religious Education at the West Exmoor Federaiton
Intent
Our RE scheme is based upon the Devon and Torbay Agreed Syllabus for Religious Education and reflects the main world faiths within our society and makes links to British Values. In RE the children learn from religion and about religions. The links between religious education, our CARIS values and PSHRE are of particular importance to us across the federation as our belief is that children need to be happy, settled, self-confident and have an understanding of the world around them to become good learners across all areas of the curriculum.
We believe Religious Education helps children investigate and reflect on fundamental questions asked by people. The teaching of Religious Education ensures that our children’s knowledge of world religions is developed. Our Religious Education curriculum enables children to develop skills and knowledge that can transfer to other areas of the curriculum and can be used to promote spiritual, cultural, moral and social development. Our RE curriculum helps develop respect and sensitivity to others, in particular those with faiths and beliefs different from our own to combat prejudice. The curriculum is designed to develop knowledge and skills that are progressive and challenging. We aim to improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
Implementation
At the West Exmoor Federation RE is taught in accordance with the Devon and Torbay Agreed Syllabus. This is to achieve depth in learning and ensure skill development. Teachers identify the key knowledge and skills of each unit and consideration is given to ensure progression across themes throughout each year group. At the beginning of each sequence of learning, children are able to convey what they know already. The lessons which follow build on knowledge and address any misconceptions. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the federation’s commitment to inclusion. Local places of worship are visited for children to further understand the experience of different faith groups, understand key beliefs and respect the religious beliefs and practices of different faith groups in their community and beyond.
Weekly, children participate in Collective Worship and each term the federation attends Church for Harvest, Christmas, Easter and End of Year celebrations. As a federaiton we promote British Values by understanding how citizens can influence decision making through the democratic process, by showing an understanding that the freedom to choose and hold other faiths and beliefs is protected in law and also understanding the importance of identifying and combating discrimination.
Impact
The effective teaching of RE will impact upon our children in the following ways:
- The outcomes in theme books and/or class floor books evidence a balanced curriculum, which demonstrates children’s acquired knowledge.
- As the children progress throughout school, they develop a deep knowledge and appreciation of different world religions in the context of the school, local area and wider world as well as a spiritual, moral, social and cultural development which is further supported by links to PSHRE lessons and our CARIS values.
- The children further understand the experience of different faith groups, their key beliefs and respect the religious beliefs and practices of different faith groups in their community and beyond through visits to local places of worship.
- Collective worship helps children to reflect on differences in values and attitudes, and how tolerance of religious beliefs helps make us a collaborative and cohesive community.
- Workshops and visitors from various faith groups help children to transfer their skills, develop respect for others and understand beliefs that may be different from their own in the context of the wider world.