At St. Luke’s RE is an integral part of the childrens’ learning journey. It examines world views and religions from three different viewpoints:
Through the teaching of RE at St. Luke’s we aim to equip children to:
Additionally through RE and our separate times of quietness, celebration and worship, children will also be equipped to develop their sense of identity and self-awareness through reflection on their own beliefs and values.
The teaching of Religious Education is central to the intent of enabling children at St. Luke’s to become confident, knowledgeable, resilient and compassionate members of society. In line with the Essex Agreed Syllabus, and as a Church of England school, RE teaching encompasses the major world religions and Humanism whilst ensuring that Christianity predominates (ie no single religion exceeds the amount of coverage given to Christianity).
Consistent with all teaching at St. Luke’s, we encourage to children to engage with their learning through an enquiry-based approach. This often starts with a question or problem that the children then have to apply themselves to answer. Learning experiences include: roleplay, discussion, art, interactive resources, visitors and of course St. Luke’s church which we visit for lessons as well as for regular services.
Our curriculum is planned to meet the aspirational requirements of the Essex Agreed Syllabus 2022 and ensure that our children are enabled the ability to discuss beliefs with others sensitively and knowledgably, being able to 'disagree agreeably'. The curriculum looks at world views through the three different but complimentary angles of philosophy, Social sciences and theology. Further detail is given in our RE policy.
Religions and world views studied:
2. At least one other religion, religious belief or non-religious worldview.
RE at EYFS will prepare children for the multidisciplinary approach. Pupils begin to understand religion and worldviews in terms of special people, times, places and objects, as well as visiting places of worship. Pupils listen to, and talk about stories which may raise puzzling and interesting questions. They are introduced to specialist words and use their senses in exploring religious beliefs, and practices and forms of expression associated with religion and worldviews.
No weighting is specified in EYFS.
In EYFS the units are able to be moved based on the needs and interests of the children.
In-depth investigation of religions and world views:
2. One other principal world religion (Judaism) or non-religious worldview.
3. At least one other principal religion (Hinduism) or nonreligious worldview reflected in the local context.
More time should be spent on Christianity than any other individual religion or non-religious worldview. A minimum of 50% of allocated curriculum time should be spent on (1) and a minimum of 25% on (2). The remainder on (3).
Because we teach mixed year classes we have adapted our curriculum to have a two year rolling plan for KS1 that meets the requirements of the Essex Agreed Syllabus:
Religions and world views with an in-depth investigation of:
2. Two other principal world religions or non-religious worldviews.
3. At least one other religion, or non-religious worldview.
More time should be spent on Christianity than any other individual religion or non-religious worldview. A minimum of 35% of allocated curriculum time should be spent on (1) and a minimum of 20% on each of (2). The remainder on (3).
Here is the two year rolling plan LKS2 follow at St. Luke’s, meeting the requirements of the Essex Agreed Syllabus:
Here is the two year rolling plan UKS2 follow at St. Luke’s, meeting the requirements of the Essex Agreed Syllabus:
Pupils’ progress in RE is based on the non-statutory, expected outcomes outlined in the Agreed Syllabus. Each unit of teaching uses one of the ‘lenses’ as the main driver for activities and assessment. This will either be philosophy, human and social sciences or theology. Over the phase children will have the opportunity to be assessed in each of these key areas of learning. Assessments are made against the non-statutory age related expectation, which are taken from the Agreed Syllabus.
A wide variety of assessment procedures should be used to provide opportunities for pupils to achieve across a range of contexts. Activities resulting in written or oral outcomes, project material, models, role-play, video/audio presentations factual recall, observations display work may provide a basis for assessment. Pupils will be encouraged to evaluate their own work.
A sample of work is monitored by the RE coordinator every term to ensure assessments are correct, work is engaging and appropriate and that pupils are attaining in line with expectations throughout the school.
We track individual pupil’s progress in this way, whilst also bearing in mind that the statements do not cover all aspects of teaching and learning in RE. These assessments are recorded on Target Tracker, from which the RE coordinator monitors attainment and progress.
Progress in RE is reported annually to parents and has a prominent position in the end of year report.