Gwyn Jones Primary School

Intent 

At Gwyn Jones Primary School, our intent is to support our children in developing an outstanding level of religious understanding and knowledge. We aim to do this through engaging pupils in systematic enquiry into significant human questions, which religions and worldviews address, so that they can develop the understanding and skills needed to appreciate and understand issues related to the nature, truth and value of religion. We want our children to develop a respect for other beliefs and religions, appreciate, and celebrate the diverse world in which they live. We want to equip children with not only the minimum statutory requirements of the Religious Education National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life. 

Our RE curriculum is structured so that it: 

• makes sense to all pupils

• focuses on core concepts

• allows pupils to encounter diverse examples of religion and worldviews 

• enables pupils to embed learning in their long-term memory 

• makes space for pupils’ own beliefs/worldviews 

• encourages pupils’ personal development, applying their learning to living Implementation 

• Teachers have access to planning and resources published by London Borough of Waltham Forest. The agreed syllabus units are either systematic or thematic. Systematic units focus on only one religion or worldview e.g. L2.3 Why is Jesus inspiring to some people? (Christian) or thematic where two or more religions or worldviews are looked at e.g. U2.3 What do religions say to us when life gets hard? (Christians, Hindus and non-religious) 

• Children are taught to understand and respect the importance of religious beliefs in the world around them. The three strands that run through this syllabus (believing, expressing and living) ensure that there is adequate exploration for each of these three strands in the syllabus. 

• The syllabus aims to allow pupils to explore themes and concepts within religion drawing on beliefs from a range of different faiths and worldviews. 

• We aim to ensure that the RE curriculum is challenging, dynamic and relevant to pupils of all ages. This is why an enquiry approach was implemented, encouraging higher order thinking and allowing our children to explore in a way that is meaningful to them. 

• RE is taught in blocks through half termly RE. Teachers can do follow up work throughout the half term.

•  We have developed a progression of skills with each year group that enables pupils to build on and develop their knowledge and skills each year.

• Pupil progress assessed in relation to each of the aims, the aims are broken down further into age related outcomes further on in the syllabus. 

• At the start of each topic, children will complete a cover sheet reflecting on their previous learning and knowledge about what they already know. 

• Excellent  teaching by teachers ensures that children are able to achieve their learning intention. 

• Children are given the time, resources and well-planned tasks, in order to achieve the Learning Intention with differing elements of independence. 

• Differentiation is facilitated by teachers, to ensure that each pupil can access the RE curriculum. 

•  Children are regularly given the opportunity for self, peer and teacher assessment in relation to each of these aims, which will then be used to address misconceptions. 

• Effective use of education visits are planned for each year group, to enrich and enhance the pupil’s learning experiences within the RE curriculum. 

• Religious days and festivals are celebrated with assemblies and school community. 

EYFS 

The Agreed Syllabus reception units supports children’s understanding of Religious Education through ‘Understanding the World’ The themes to which each unit relates in the early years foundation stage, Children are encouraged to use their imagination and curiosity to develop their views and beliefs about themselves, their family and community. They are encouraged to explore others' views, cultures and beliefs, reflect on belief, culture and practice through observing festivals and celebrations, sharing stories, visuals, toys and puppets, handling real artefacts, role-play, books and discussion. 

Impact 

The impact of this curriculum design will lead to outstanding progress over time across key stages relative to a child’s individual starting point and their progression of skills. Most children will reach their age related expectations for RE and some will exceed these expectations. Our exciting RE curriculum will allow pupils to be enthusiastic RE learners, enjoy the subject and prepare them as fluent, resilient, ambitious, lifelong learners ready to thrive in the next stage of their education evidenced in pupil voice and their work.