R.E. Curriculum Statement 2021

Clifton-upon-Dunsmore C of E Primary School Religious Education Curriculum Statement 2021 We are proud of our bespoke R.E. curriculum because it provides creative, challenging and thought provoking Religious Education, where children can develop their knowledge, understanding and skills in this subject and are prepared for life in a modern, diverse Britain and plural world.

Our Intent for R.E. At Clifton-upon-Dunsmore C of E Primary School, we believe that Religious Education is of fundamental importance in helping children to learn about the foundations of our Christian ethos that underpin all aspects of our church school life and the Christian values that are woven through all aspects of our curriculum. It is our intent that Religious Education enables our children to investigate and reflect on some of the most fundamental questions people can ask, whilst developing their knowledge and understanding of Christianity and the other major world religions. We believe that our R.E. curriculum helps our children to gain a deep awareness and understanding of their own and others’ unique identities as they explore life’s big mysteries and consider the answers to ‘big questions’ that are presented through Christianity and by a wide variety of world religions and belief systems. With love and open minds, we will achieve such deep learning, which is indeed the principal goal of our R.E. curriculum. Our R.E. curriculum aims to equip our children with the knowledge and Cultural Capital they need to succeed in life. It encompasses the three dimensions to cultural humility: life-long learning and critical self-reflection; recognising and challenging power imbalances; respectful partnerships and institutional accountability. We see R.E. as key in offering ‘the best that has been thought and said’. For example, when studying sacred texts and learning about the legacy of inspirational people who make a way out of no way from generation to generation. S.M.S.C. Development and British Values Support for pupils’ S.M.S.C. development is intrinsic to our R.E. curriculum. Indeed it can be seen as the ‘golden thread’ which has a significant impact on learners. We aim to support:  Spiritual development by developing pupils’ knowledge of, and respect for, different people’s faiths, feelings and values and their sense of fascination in learning about themselves and others.  Moral development by developing pupils’ interest in investigating and offering reasoned views about moral and ethical issues and ability to understand the viewpoints of others on these issues.  Social development by pupils working and socialising with those from different religious backgrounds and by them developing mutual respect / tolerance of those with different beliefs.  Cultural development by developing pupils’ understanding and appreciation of the range of cultural influences that have shaped their heritage and others and the range of different cultures in school and further afield, whilst also recognising and valuing the things we share in common. R.E. plays a fundamental part in promoting British Values. Learning in R.E. will help our children to recognise that religions are committed to morality, social justice, a deepening of personal development and stewardship of the world. Our children will explore British Values in relation to religions and belief, through lessons in school, visits to places of worship and by meeting people from a diverse range of religious and belief societies. In doing so, they will become better informed and more empathetic, which will in turn promote cohesion and integration in society. Our R.E. curriculum is supported by two schemes. Teachers use the 2017-2022 Coventry and Warwickshire Agreed Syllabus for Religious Education along with the 2016 National Society’s Understanding Christianity (Text Impact, Connections) Project.

Key Purpose of the Understanding Christianity Scheme: To support pupils in developing their understanding of Christianity, as a contribution to their understanding of the world and their own experience within it. This is done by integrating pupils’ developing understanding of significant theological concepts within Christianity with their own self- understanding and understanding of the world, as part of their wider religious literacy. Principal Aim of the Coventry and Warwickshire Agreed Syllabus: To engage pupils in systematic enquiry into significant human questions which religion and world views address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, and develop responses of their own. Our Implementation of R.E. R.E. has a high profile. Each year group engages with a minimum of a weekly one hour R.E. lesson. Mary Myatt states, “A good plan is like a road map: it shows the final destination and usually the best way to get there.” By carefully combining the two schemes, we can ensure a coherent and comprehensive curriculum with a clear outline of core learning ‘building-blocks’. We can also provide high quality, engaging and inspiring learning experiences, which reflect both the Christian nature of our school and the range of backgrounds (religious and non-religious) of our families. Therefore, we can meet the needs of ALL of our children. Our R.E. curriculum provides a balance between the three disciplines: Theology (believing), Human and Social Sciences (living) and Philosophy (thinking). Our long term plan for R.E. has also been carefully designed to ensure depth, breadth, balance and progression in terms of:  The religious and non-religious world views we address.  The approaches taken (systematic or thematic).  The R.E. disciplines focused on (through different strands).  The key concepts taught.  The knowledge, understanding and skills pupils develop. Our teachers of R.E. have good subject knowledge and are continually supported to develop their expertise and address any gaps. We regard undertaking a breadth of further professional development opportunities as crucial in ensuring high quality teaching and learning. Teachers recognise that children cannot learn everything about a topic. Knowledge pays off when it is conceptual and facts are related to each other. We have carefully sequenced the concepts learners encounter for maximum success. Teachers help children to understand key concepts, presenting information clearly and encouraging appropriate discussion. Concept cards support the learning for each scheme, so children embed key concepts in their long-term memory and apply them fluently. Our R.E. curriculum is sequenced so that new knowledge and skills build on what has been taught before and children can work towards clearly defined end points. Lessons begin with time for children to reflect upon previous learning, acknowledge current learning and consider their future learning.

Skills are central in R.E. and they are presented in various learning opportunities. Investigation, interpretation, reflection, empathy, evaluation, analysis, synthesis, application, expression and self- understanding are used across the school to promote deep thinking and to help children progress in R.E. Every lesson, we encourage independent, thoughtful and reflective practice upon a range of questions about spirituality and identity, morality, values and commitments. Children carefully consider their developing understanding of the world and become passionate about and learn to take responsibility for their place within their school, community, country and the wider world. They understand what it means to ‘Love your neighbour as yourself’ (Luke 10:27) but more importantly they learn to live by it, like Good Samaritans. We ensure that disadvantaged children and children with SEND acquire the knowledge and cultural capital they need to succeed in life. Our R.E. curriculum is appropriately demanding. Mary Myatt says, “It is our job to help pupils reach the marvels and jewels which are contained within our curriculum.” We cater to the subject strengths and learning style preferences of our children. Children have regular opportunities to extend and apply their English, Maths, I.T., Geography and History skills. We work creatively, often using Art, Music and Drama as a way of exploring themes and key questions. Children work in a variety of ways and produce a variety of outcomes (intellectual, practical, personal and social) to enable success for all. Teachers use assessments to show how well children are doing, what they need to do next to make progress and how effective the curriculum and teaching are. Teachers check children’s understanding to inform teaching, help them embed and use knowledge fluently and develop their understanding. As a Church school, we also have R.E. Days. Such special days enable us to focus on a religious concept or line of enquiry in greater depth and to develop our knowledge, understanding and skills in this area – both as children and teachers! R.E. days also help to unite the whole school. Whenever possible, we have visitors from a range of faiths into school as well as trips to different places of worship. We recognise that first-hand experiences help children to cement their understanding of concepts and make connections between religious beliefs and how these are lived out through different faith communities. Fundraising work for our chosen charity, ASHA, helps with children’s understanding and appreciation of the importance of putting beliefs into action. All of these amazing opportunities provide the stimulus for truly exciting and memorable “Wow” experiences for our children. With open minds and loving hearts, we know that they can, and will, achieve. Impact of our R.E. To know that our aims are being achieved we use various forms of evidence:  Attendance of teachers at a breadth of subject training and increased use of subject knowledge.  Attitudes to learning, e.g. children engaged and inspired by their learning, taking initiative, posing own enquiry questions, conducting further research, completing extra tasks.  Formative teacher assessments, e.g. ongoing questioning, dialogue, verbal and written feedback, day to day work, reflections.  Quality assurance, e.g. lesson observations, drop-ins, learning walks, book looks.

 Pupil voice, e.g. classroom dialogue which encourages self-evaluation, self and peer assessment, learning lunches, pupil questionnaires.  Parental feedback, e.g. informal meetings, parent / teacher meetings, parent questionnaires, feedback from school reports.  R.E. displays which represent the learning journey and celebrate outcomes achieved.  Prayer spaces enjoyed and used by children for both prayer and reflections.  Summative teacher assessments, e.g. specific tasks for assessment opportunities, end of unit judgements about attainment, end of year reports.  Data analysis in terms of pupil attainment / progress and comparison of results to previous years.  Participation in school, community and wider world events, e.g. guests from different faith backgrounds, church visits, school trips to places of worship, supporting our charity ASHA. A well-constructed, well taught curriculum leads to good results. We can show this through class data for each unit taught and through progression in children’s work. Having said that, the impact of what we do and what the children achieve in R.E. cannot always be measured in data and numbers, so we try to look holistically at the whole child. Truly learning to ‘Love your neighbour as yourself’ (Luke 10:27) and to be Good Samaritans is an important impact of our R.E. curriculum, but this is best evidenced in how our children conduct themselves within our school community and in wider community contexts. We know that we have been successful when our children hold well informed conversations about religion and belief and when they understand that it is acceptable to have doubts and to disagree as long as this is done so in a reasoned and sensitive way. In learning from religion, we know that we have achieved our goals when our children are able to make informed choices about how they want to live their lives, whilst also understanding more about the faith of other people they meet.