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RE

We follow the Plymouth SACRE (Standing Advisory Council on RE) scheme of work.  We also subscribe to the Plymouth Religious and Cultural Centre which enables each class to have a visitor linked to their focus religion for that year. Children are also taken to visit the place of worship linked to the focus religion.

RE Curriculum Statement

 

Intent

The principal aim of Religious Education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living. In line with the 2019-2024 non-statutory guidance for Religious Education, Plymouth SACRE (Standing Advisory Council for Religious Education) promotes, supports and encourages outstanding practice in the teaching of Religious Education (RE). The agreed syllabus aims to ensure that all children: 

 

1. Make sense of a range of religious and non-religious beliefs, so that they can: 

- identify, describe, explain and analyse beliefs and concepts in the context of living religions using appropriate vocabulary. 

- explain how and why these beliefs are understood in different ways, by individuals and within communities.

- recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are used, expressed and interpreted in different ways, developing skills of interpretation.

 

 2. Understand the impact and significance of religious and non-religious beliefs, so that they can: 

- examine and explain how and why people express their beliefs in diverse ways. 

- recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday lives, within their communities and in the wider world. 

- appreciate and appraise the significance of different ways of life and ways of expressing meaning. 

 

3. Make connections between religious and non-religious beliefs, concepts, practices and ideas studied, so that they can: 

- evaluate, reflect on and enquire into the key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses. 

- challenge the ideas studied, and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitment clearly in response. 

- discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding. 

 

Implementation

Religious Education taught at Ford (according to the Plymouth Agreed Syllabus Religious Education 2019-2024), ensures pupils encounter core concepts in religions and beliefs in a coherent way, developing their understanding and their ability to handle questions of religions and belief. 

RE is taught by studying one religion at a time (systemic units) and then including thematic units, which build on learning by comparing the religions, beliefs and practices studied. Teachers link with key dates and religious festivals, providing opportunities to celebrate festivals and religions with greater relevance and consistency and enhances a cross-curricular approach. 

Extended opportunities include:

  • Visiting a variety of religious buildings. 

  • Have faith speakers attend school.

  • Delivering assemblies based on religious festivals and religious stories

Impact

At Ford, we seek to ensure that all children in our school are educated to develop spiritually, academically, emotionally and morally to enable them to better understand themselves and others and to cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world. 

 

How do we check the impact?

  • Regular assemblies and celebrations of learning help to celebrate the diversity of the school community and promote positive images of people in the wider community, including their beliefs, traditions, culture, language and history.

  • Curriculum Leader tracking progress through various methods, such as book scrutiny and observation. 

  • We track progress and attainment through WTS, ARE and GDS.

 

How have staff been supported in this subject?

  • Training on implementing the new RE curriculum.

  • Attendance at Hub meetings.