RE
Our RE progression document.
Pedagogical Approach
We ‘sow the seed’ when the overarching question for a new unit of RE learning is introduced. At the start of a new unit, teachers will recap what the children already know about that particular faith or issue.
We ‘engage’ the children by expanding their knowledge of one or more faiths, relevant to that unit of work. That may be knowledge about beliefs or expressions of faith. Key knowledge for the unit of work is recapped every lesson. This aspect of learning is taught through art, music, story or any other means that will engage the children and allow for creativity.
We ‘develop’ the skills to be used throughout the unit of work by allowing plenty of time for discussion in RE lessons. Children often have lots of questions in RE lessons, which we encourage. We make time for questions to be discussed as a whole class in order to develop ideas and help the children to consider their own personal response to questions throughout a unit of work.
We ‘harvest’ what the children have learnt through the questions that are green on the long-term plan. These questions challenge the children to consider what effect different faiths have on how they or others live their lives.
We use the principles of Rosenshein’s research to underpin our approach to teaching across the curriculum.
Intent
At Aspin, we see the teaching of RE as a great opportunity to open children’s eyes to the wider world and the wonderful diversity of views and beliefs that exist within it. RE also offers an opportunity for children to explore their own values and beliefs. It is our intent that children become well informed, independent thinkers who respectfully consider and understand the views of others. Our caring ethos and the value which we place on the development of the whole child; spiritually, morally, socially, culturally and intellectually is reflected in the RE curriculum.
Implementation
We follow the North Yorkshire syllabus for RE which covers Christianity, Islam, Hinduism, Judaism and to a lesser extent Buddhism, Sikhism and Humanism. Units of work are framed as questions and the syllabus is arranged for children to:
-gain knowledge of beliefs and how beliefs are expressed
-understand how beliefs influence people’s values and commitments in day-to-day life and what that means in the world around us.
RE at Aspin is implemented by:
- Encouraging children’s self-awareness in the classroom and allowing pupils to develop metacognition skills.
- Taking a question led approach to RE across school through open questions which introduce and frame each unit of work and ensure progression.
- Teaching RE through drama, debate and discussion, art, music and writing.
- Encouraging a learning environment in which children are confident to share their views in discussions and listen respectfully to the views of others.
- Frequent giving children opportunities to meet and see people, places and objects relevant to different faiths with visits and visitors that will bring the subject to life.
- Regular recapping and remembering what has been taught previously.
The structure of the syllabus is such that pupils learn about the beliefs and expressions of different faiths and then they consider questions around: how those beliefs are upheld, why those beliefs are held, what does living in that faith mean for people of that faith and what does faith mean in the wider community.
Children are encouraged to raise their own questions and make links between the beliefs of others to their own life and experience.
Impact
When children leave Aspin we hope that they will:
- Have a broad understanding of a range of faiths and their beliefs.
- Be able to reflect on their own beliefs and those of others.
- Engage enthusiastically and respectfully in discussions by considering significant questions relevant to the world in which they live.
- Remember what they have been taught about the major faith groups because of the broad range of experiences that they have had.
RE visits and visitors
