Introduction

Through the teaching of religious education, children should be provided with a secure setting to develop their beliefs and understanding. At Woodcote, we aim to provide this supportive context, encouraging all learners to develop their individual sense of identity and belonging. With a diverse range of children attending our school, we see it as crucial for our children to be taught about all key religions in order to develop respect and understanding for their peers with different beliefs and practises.

Aim

Our aim for religious education is:

• To bring learners into contact with and provoke challenging questions
• To provide a safe and secure setting in which learners can explore and develop their own beliefs and understanding of major religious and spiritual concepts and ideas
• To provide a supportive context that enables learners to develop and build a good sense of identity and belonging
• To enable learners to develop understanding, respect and empathy for others of different beliefs and practices and to be able to challenge and overcome prejudice
• To enable learners to consider, understand and live up to their responsibilities towards themselves, their families, society and a possible higher authority

Curriculum/Scheme of Work

We are moving to Jigsaw RE – watch this space! 

Differentiation

All children are given the opportunity to access the curriculum through providing differentiated and ambitious lessons with appropriate challenge and support. All pupils will be challenged including the more able. For children with SEN, tasks will be adjusted or pupils will be given support to access tasks. Children will be given different starting points for each lesson providing resources of different complexity and setting tasks of increasing difficulty. Using teacher assessment from previous lessons, some children may start independent tasks without teacher input, others may be set a challenge more suited to their needs. Tasks will be set that allow for a variety of open-ended responses.

Assessment

Formative assessment is ongoing and is against the clear lesson objectives. At the end of the year teachers are required to report for parent’s attainment and effort in RE.