At Burton Agnes Church of England Primary School, we believe that it is important for all our pupils to learn from and about religion, so that they can understand the world around them. It is our intent that Religious Education will develop a pupil’s sense of identity and belonging, so that they can live well and flourish in a multi-cultural and diverse society. Religious Education allows children to ask challenging questions about faith, belief, issues of right and wrong. Through our teaching we will equip pupils with knowledge and understanding of religions and worldviews; enabling them to develop their ideas, values and identities and enrich their appreciation of others lifestyles, cultures and faiths. The RE classroom is a place that allows pupils to discuss and reflect on their belief and teaches them to be able to agree and disagree well.
In EYFS, RE is primarily taught through ’Knowledge and Understanding of the World’, the SACRE and Understanding Christianity. From year 1 long-term planning has been taken from the East Riding Agreed Syllabus for Religious Education (SACRE) and shows progression across the school in all areas. We promote teaching in Religious Education that stresses enquiry, discuss and reflection. We have a firm belief that every child can achieve and that they are entitled to the same knowledge and cultural capital, whatever their background or starting point. By the end of year 6, we aim to teach children: the principal religions represented in Great Britain; to appreciate the way that religious beliefs shape life and behaviour; develop the ability to make reasoned and informed judgements about religious and moral issues; and enhance their own spiritual, moral, social and cultural development.
In EYFS, the learning is based upon development matters, the schools foundation stage curriculum documents, the East Riding SACRE and Understanding Christianity. This is taught through adult directed activities and provision areas. The key objectives for Years 1-6 are taken from the East Riding Agreed Syllabus for Religious Education and Understanding Christianity.
The religions studied have been mapped out to ensure all main world faiths are taught across the school. There are also opportunities for visits to different places of worship and to talk to members of different religious communities.
Teachers ensure that pupils see the ‘purpose’ of each lesson and the content in relation to their lives. The units and individual lessons are planned to ensure deliberate and intentional retrieval of previous knowledge to build on previous learning. Positive relationships and the school ethos create the conditions conducive to effective learning and discussion in lessons.
Due to our mixed age classes we follow a two year rolling programme and we are mindful that knowledge is being built on and revisited from year to year. This is achieved through an inquiry-based approach to RE, with pupils being given regular opportunities to explore and discuss theological and philosophical questions at an age-appropriate level, and to promote knowledge, awareness and understanding of other faiths. Learning is recorded in a number of ways including discussion and drama.
We use formative assessment in all lessons as a powerful and continual form of assessment for learning as misconceptions can then be immediately addressed.
The children in EYFS are constantly assessed and misconceptions are addressed. At the end of the year the children's level of knowledge and understanding is fed into their foundation stage outcomes.
Through years 1-6, formative assessment is used in each lesson to gauge the children’s attainment against lesson objectives and children’s individual targets. At the end of each year, teachers will have gathered a range of evidence based on what the children have covered and progress and attainment is reported to parents.
Teachers are encouraged to be creative in task design, and work can take the form of artwork, discussion, drama, song, extended writing.
The school staff and Governors talk to the pupils as part of the regular monitoring. The purpose is to explore what they have learnt and what they can remember as well as how much they have enjoyed it. Key improvement actions can be identified as a result.