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Blair Peach

Primary School

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RE

Religious Education 

 

Intent

At Blair Peach Primary school, we believe in using an enquiry-based model, in order to develop children’s critical thinking, their motivation to learn, and enhancing their knowledge and understanding of their beliefs, religious or otherwise.

 

All pupils will have a better understanding of the religions that make up the UK landscape. They will learn from and work alongside each other to create community cohesion.  Alongside developing their knowledge about their own faiths, they are also taught to understand and respect the beliefs of others. Pupils are encouraged to ask questions about the world and to reflect on their own beliefs, values and experiences. They will be better equipped to understand the world around them and make right decisions impacting their future. Through their R.E. learning, the children will be able to make links between their own lives and those of others in their community and in the wider world.  All children in school will be able to talk confidently about well-being, moral and cultural development for the society in which they live.  Our RE curriculum will promote inquisitive minds, respect, tolerance and understanding for all those around them including themselves. It will be further enhanced with trips to places of worship in our local area.

 

We use the new Ealing locally Agreed Religious Education syllabus as the basis for our curriculum. The three dimensions of religion – believing, behaving and belonging – form the basis for the organisation of the modules within this structure.

 

Implementation

As part of this planning process, teachers need to plan the following:

 

  • Daily lessons in line with the new Ealing Agreed Syllabus which has come into effect from September 2020. Plan a cycle of lesson both knowledge based (AT1) and enquiry-based lessons (AT2).
  • A knowledge organiser which outlines knowledge (including vocabulary) all children must master.
  • Embedding religious concepts in pupils’ long-term memory so that they can be both spoken about and applied in a fluent and constructive way.
  • A low stakes quiz which is tested regularly to support learners’ ability to block learning and increase space in the working memory.
  • Handling artefacts and exploring scared texts
  • Participating in moments of quiet reflection
  • Comparing religions and worldviews through discussion
  • Debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these
  • Organise trips to places of worship and invite religious experts from the community to enhance experiences 
  • Carry out assessment by making informal judgements through observations and discussion with the children through the work they produce in RE lessons.
  • More importantly, prepare children to work remotely by setting topic-based assignments on a timely basis and monitoring their progress.

 

Impact

The impact of the curriculum is measured in standards achieved, progress made and personal qualities acquired. The impact of our curriculum is seen in:

 

  • Teaching which is rigorous, personalised, innovative and learning-centred.
  • Learners that are resilient, questioning, resourceful, self-sufficient.
  • A reflection on standards achieved against the planned outcomes;
  • A celebration of learning for each term which demonstrates progression across the school;
  • Pupils reflection on their own beliefs and those of others in the community.
  • Teacher voice/Pupil voice/ Book scrutiny
  • Religious assemblies
  • Marking and feedback
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