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Bramley Cof E (VA) Infant & Nursery School

Bramley Cof E (VA) Infant & Nursery School

R.E.

RELIGIOUS EDUCATION

Religious Education in Church Schools is a subject of excellence through which we can express our distinctive Christian ethos. It allows a deep spiritual engagement with others which leads to greater understanding of the Christian Values which underpin the curriculum.

Religious Education is unique in the school curriculum in that it is neither a core subject nor a foundation subject but the 1988 Education Act states that ‘Religious Education has equal standing in relation to core subjects of the National Curriculum in that it is compulsory for all registered pupils’

                 

Bramley Infant and Nursery School is a Voluntary Aided School therefore we deliver RE in line with the Guildford Diocesan Guidelines, alongside the ideas from Understanding Christianity.

The school piloted the new RE guidelines for September 2015 this year. The children at Bramley Infant School enjoy their learning in RE and the teachers ensure that the learning experiences are creative, thought provoking and inspiring. We are proud of the achievements of the children in RE and the school enjoys celebrating their successes through different productions and assemblies.

Below are statements from the Diocese about the guidelines.

The overviews aim to ensure continuity and progression across the Primary phase, and to adequately prepare pupils for the Secondary phase. The new units to some degree mirror the core structure of the Surrey Agreed Syllabus for RE whilst maintaining the distinctively Christian elements.  This helps to adequately prepare pupils for their next school and aid the process of transition.

Curriculum overview

Foundation Stage

There are 9 compulsory units for all Foundation Stage pupils.  These are short units that build on implicit RE experiences.

The three core concepts around which the Foundation Stage units of study are based are central to gaining an understanding of religion in its widest sense.  The concepts apply to both human experience, which is the starting point for RE in Foundation Stage, and to the world of religion.  It is the recommendation that the learning in RE should start from the child’s own experience (implicit RE) and lead children progressively to the Diocesan units of work, which focus more on Explicit RE.  The three core concepts are specialness, celebration and Belonging and Community.

KS1

There are 14 compulsory units for Christianity (not less than 80% of RE time should be spent on Christianity) and 3 units focussing on other faiths (not more than 20% of RE time should be spent on studying other faiths).  Each year group has specific units related to Jesus, Church, Bible, Christmas and Easter in order to ensure progression.

There are displays throughout the school that celebrate the children’s learning  – in addition, there are displays of work from  Reception, Year One and Year Two in the main hall to show an aspect of RE to the wider community.

In both key stages we develop the theological concepts of Creation, Incarnation, Salvation and Trinity.

Our Intent

Religious Education enables children:                                                                                                                                                      To learn about religions by:

  • gaining a secure knowledge and understanding of the beliefs, practices and history of Christianity, starting from an Anglican perspective
  • beginning to explore other faiths and perspectives

to learn from religion by developing the ability to:

  • express curiosity about fundamental questions of life
  • understand and use religious language
  • reflect on belief, practice, values and tradition in order to understand their influence on the individual, on community life and on culture and to include spiritual, moral, social and cultural aspects of life)
  • understand that for some questions there are no right or wrong answers
  • make informed responses to religious and moral issues
  • identify the relationship between religious beliefs, human responsibility, global issues and the natural world

Religious Education contributes to children’s spiritual, moral, social and cultural development by helping them to develop:

  • their own beliefs, values and sense of self-worth
  • respect for other people’s faith and viewpoint
  • appreciation of their own and others’ contributions to society and the world
  • a sense of responsibility for themselves and others (Values Education)
  • culture through the use of art, music and drama
  • We aim to build on the children’s knowledge, tolerance and understanding of their own and other religions.
  • We foster a community that respects similarities and differences
  • We aim to create successful learners who enjoy learning, make progress and achieve, confident individuals who are able to live safe, healthy and fulfilling lives and responsible citizens who make a positive contribution to society.

Through the study of religions, we:

Develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures, form the local to the global.

Develop the ability to make reasoned and informed judgements about religious and moral issues, with reference to the teachings of the principal religions represented in the United Kingdom.

Develop positive attitudes of respect towards other people who hold views and beliefs different from their own, and towards living in a society of diverse religions and beliefs.

Use these skills to understand the way people of faith behave and to explore our own spirituality.

  • Develop the following skills using drama, art, music, dance and stories:
  • Investigation
  • Interpretation
  • Analysis and Evaluation
  • Synthesis
  • Application
  • Expression
  • Empathy

Our Implementation

Inclusion                                                                                                                                    Governors and staff appreciate the difference in people’s cultural and religious backgrounds and these are taken into account when planning learning opportunities and choosing resource materials.  An awareness of stereotypical gender images or views are also considered.  The requirements of children having a special need are also considered.                                                                                         

The National Curriculum and Guildelines for Religious Education 2014

Bramley Infant School follows the Guildford Diocesan Board of Education Guidelines and the additional supplementary units.   These provide detailed guidelines and ensure continuity and progression in the teaching of Religious Education.  Children in reception follow the Early Years Foundation Stage curriculum, but are introduced to aspects of Religious Education through topics.                                                                                                                        

Differentiation and Classroom Management                     

The teaching of Religious Education provides opportunities for:

  • whole school – across school grouping ( mixed groups, age, ability, interest)
  • direct, interactive, whole class and group teaching
  • independent, group work, paired and individual work

Children engage in:

  • first hand experiences
  • investigations, analysing and empathising
  • reflection

Whenever and wherever possible, children’s learning is creative and imaginative and includes role play, drama, poetry, art and music.  All these approaches are used as stimuli or as a means of enabling children to express their understanding and beliefs. Children are encouraged to answer and ask difficult questions in order to develop their spiritual understanding.  Religious Education is not always taught in isolation but linked to topics and other areas of the curriculum.     There are two attainment targets in Religious Education and these are reflected in the learning opportunities provided for the children. They include:

  • learning about religion – knowledge and understanding
  • learning from religion – explore, reflection and respond to religious beliefs, values and experiences                                                                                                              More able children are provided with opportunities to extend their thinking and broaden their experience.  They are encouraged to express their thinking through oral and written language, although oral communication is more important since it is less inhibiting for those who may struggle with their writing.                                                                                                                         

All children are included in Religious Education unless their parents have completed a written request for their child to be withdrawn because of conflicting religious beliefs.            

  • Develop the following skills using drama, art, music, dance and stories:
  • Investigation
  • Interpretation
  • Analysis and Evaluation
  • Synthesis
  • Application
  • Expression
  • Empathy

The RE coordinator and Head teacher audit, review and order new resources as required.

Collective Worship focuses on ‘Our Values’ and vision.

RE Yearly overview 

Impact

  • Children develop knowledge, tolerance and understanding of their own and other religions.
  • The school culture fosters a community that respects similarities and differences
  • Children are successful learners who enjoy learning, make progress and achieve.
  • We nurture confident individuals who are able to live safe, healthy and fulfilling lives and responsible citizens who make a positive contribution to society.

SIAMS report

OFSTED