Religious Education

WAT Aspire Curriculum

Our curriculum develops students’ aspirations so that they strive to be the best that they can be. In all subjects we carefully plan the subject knowledge, skills and vocabulary, coupled with specific Aspire learner skills and character virtues, so that our students have the tools to be successful in learning and in life. This document sets out the key principles in this subject area.

Teaching and Learning Cycle

 
Curriculum Overview

EYFS - Year 6 Long Term Coverage

RE will be taught in a daily block each half term. Children will have a chance to deepen their understanding of different faiths and religious celebrations and demonstrate their knowledge during this day through written pieces of work, crafts, celebrations and drama.
Throughout their time at Tenterfields, children will have visited a Church, Gurdwara, Synagogue and a Mosque to undertake real life experiences of different faiths and celebrations.

Medium Term Plans

Medium Term plans are developed from the knowledge and skills identified on the knowledge
organisers, which set out the skills, knowledge and vocabulary to be developed for each unit of work.

Year 1
Year 2
Year 3
Year 4
Year 5
Year 6

Assessment

● Summative assessment will occur at six points during the year to conclude each unit of work. These opportunities include written and creative responses such as drama and art.
● Formative assessment will form part of every lesson through children’s responses, talking confidently about religions, recalling information about places of worship and religious festivals.

High Challenge for All

Challenging and interesting work is an entitlement for all our learners irrespective of their ability. All learners should be able to learn effectively once they know what learning looks like and are given the appropriate tools and support to make it happen.

‘High Challenge for All’ underpins all lessons at Tenterfields which sits alongside our Teaching and Learning cycle.

High Challenge for All model

SEND

When a pupil has been identified with special needs, their learning will be further scaffolded or differentiated by the class teacher to remove barriers to learning to enable them to access the curriculum. Teachers use a range of teaching strategies to involve every child in learning based upon what they already know and can do. This may include the use of specific resources and strategies:
● The use of visual prompts
● Sensory audits
● Task management boards to chunk tasks
● Reading rulers, concentration cushions, fidget toys, sand timers, etc.
● Overlays, etc.
All staff have high expectations of all pupils. By reviewing children’s progress through formative and summative assessments then gaps in their understanding, skills and knowledge can quickly be identified and support can be put into place to enable them to make progress. At Tenterfields, the interests of the child are always considered when planning the curriculum to ensure that children are engaged and enthusiastic about their learning.

Religious Education Learner Tools

Let the children lead. This promotes deeper thinking and initiates vocabulary. Our enquiry modules cover: Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism support the teacher to deliver engaging and challenging RE lessons which promotes critical thinking and a growth mindset.

Vocab

RE Vocabulary is planned appropriately for each enquiry theme taught, according to the religion, in order to support children to answer the key questions.

Evidence Collection and Presentation

● Evidence of work will be recorded in curriculum books.
● Evidence of assessment will be collected through photos, videos, pieces of art or extended pieces
of writing