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Intent

At Wistaston Church Lane Academy, we ENQUIRE like a theologian!

We believe that our children should learn about different religions to develop their understanding and tolerance to enable them to have the opportunity to make reasonable responses. We aim to develop their knowledge and understanding of different religions, so they can become empathetic towards people’s religious beliefs and values in their local setting and beyond. We teach through enquiry questions to develop the four ‘E’s to ensure that the learning cycle is met, these are to engage, enquire, express and evaluate.  Our Religious Education lessons are designed to develop children’s curiosity and fascination about people’s beliefs and values within different settings. This approach should naturally develop British and moral values of tolerance, mutual respect between those of different faiths and beliefs, democracy, the rule of law and individual liberty.

Throughout their religious education, our children will develop and build on their knowledge and understanding of different religions around the world and how they have spread worldwide. They will engage in and explore people beliefs and commitments using various resources and stimulus, such as, artifacts, educational-clips, drama, art and more. We explore in awe and wonder the places of worship both first-hand and using the internet to help develop their knowledge and understanding of the different religious rituals.

We commit to provide children with opportunities to engage and make enquiries about their local church St Marys' through our close contact with the reverend, and other religions within our community through visitors or educational visits, where possible, so that they can develop of real sense of how religion and beliefs are within their local community.

Implementation

At Wistaston Church Lane Academy, RE is taught to all age groups mainly through weekly lessons. We use the ‘Discovery RE’ Scheme as a main resource, which is supplemented with other resources, so it better fits the SACRE guidelines and locally agreed syllabus of Cheshire East. In total, we cover twenty-seven Christianity units, four Judaism units, two Hinduism units, five Islam units and four free units.  This grounding prepares and ensures that our pupils have a similar experience and knowledge to other pupils in Cheshire East area, for their continuing academic journey at high school. These units are covered through using an enquiry question each half term. To enhance the learning of RE, we encourage learning about religious experiences, such as, visiting the local church, meeting religious speakers and handling real artefacts, where possible.

As part of each enquiry unit teachers are expected to:

  • Pose the enquiry question and record of knowledge or resources at the beginning of each unit to ensure clear direction is given.
    • For FS and Key stage one, this can be a collaborative response recorded by the teacher on their enquiry question title page.
    • For Key Stage Two, the children can express their own ideas next to the enquiry question on their title page.
    • At this stage, the end of year key statement can be shared, this will be assessed at the end of the unit either by the teacher or pupil. These should be recorded on the enquiry question page so that it can be referred to throughout the unit.
  • Use the four ‘E’s (engage, enquire, express and evaluate) throughout the unit, this should be encouraged in each lesson where possible to excite the children in their learning.
  • Develop vocabulary throughout each unit, specific for each religion.
  • Develop a cycle of lessons to develop a deep understanding of the enquiry questions. This can sometimes be from different viewpoints. Our high expectation is for the children to express their learning in each unit, either verbally or through their work.
  • Provide opportunities for the children to express understand in various ways, by being reflective, asking questions and evaluating what they have learnt or want to learn.
  • Pupils can show their achievements through their expressed learning in lessons or by doing a final task for the unit. The teacher should explain, and model expected standards of presentation.
  • The children are assessed against the end of year key statements from the SACRE guidelines. These have been attached to specific units to ensure coverage. Assessments can be formative or summative, each unit has end of key statements, and this should be printed below the enquiry question title page, these need to be highlighted when achieved during or at the end of each unit to show progression adding the date when achieved. (Please see revise scheme of work 2020).
    • For FS stage and Key Stage One these can be highlighted by the teacher at the end of the unit using teacher judgments from pupil's engagement.
    • For Key Stage Two the children can highlight these using their own judgment of how they evaluate their learning, with guidance from staff. Sometimes only part of the statement can be highlighted, as some appear more than once due to the breath of study, this is encouraged.
    • If a child would like to add a comment to show express what they have learnt in the unit, this is approved but needs to be identified as progress, by adding a date.
    • This process will ensure that the children will continue to make progress through feedback.
  • Every child even those with SEND plans or that are working below standard are encouraged to join in where possible, this should be achieved through use of support, outcome or similar simplified tasks. Their specific learning can be recorded to focus on their personal achievements under the end of year statements as appropriate.

Impact

At Wistaston Church Lane Academy it is expected that all Religious Education lessons are engaging and that all learning is inclusive to ensure children make good progress.

  • Through good teaching, we develop the following essential characteristics of theologians: Children are happy to engage in learning about religion by developing their understanding and tolerance. They experience a wide range of enquiry questions and challenges within the subject and can give reasonable responses.
  • Through Religious units, children deepen their appreciation of religious beliefs and become empathetic towards people’s religious beliefs and values, in their local setting and beyond.
  • Visits and community links enrich learning and provide the children with opportunities to develop children’s curiosity and fascination about people’s values and beliefs around the world.
  • Through lessons the children will naturally develop British and moral values of tolerance, mutual respect between those of different faiths and beliefs, democracy, the rule of law and individual liberty.
  • Children of all abilities and backgrounds achieve well in Religion which is reflected through our continued links and engagement with our local communities.

Cultural Capital

At Wistaston Church Lane Academy, we develop the following essential characteristics of theologians:

  • A good knowledge of religious beliefs and practices, in our local community and beyond.
  • A religious knowledge and rich vocabulary to each religion.
  • The ability to engage, enquire, express and evaluate in specific enquiry questions, and begin to develop their own forms of enquiry.
  • The ability to enquire and express their findings or thoughts though questioning or reflection.
  • Good knowledge of religious buildings, symbols, artifacts and rituals specific to the religions taught.
  • A genuine interest in the subject and a real sense of curiosity and awe about religions in the world.
  • An understanding of how people show their commitment to their God and religious beliefs.
Subject Documents Date  
RE Overview 28th Sep 2020 Download