Intent (curriculum design, coverage and appropriateness) :
The three statutory aims of the curriculum are to develop successful learners, confident individuals and positive contributors. RE has a vital role to play in the development of these core aims. (Awareness Mystery and Values, 2019)
RE promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. At Burnham Infants, we aim to engage pupils in an enquiry approach where they can develop an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and wider global community.
Implementation (curriculum delivery, teaching and assessment):
Children learn about the key themes in Christianity - Incarnation, Salvation, Agape, God and Creation. In Key Stage One children are introduced in more depth to the Christian and Jewish faiths as well as learning about other beliefs and cultures through discovering festivals from other faiths. They spend time exploring religious stories, texts and artefacts. They learn to recognise similarities and differences between theirs and others lives. They begin to share their ideas, respond to and ask questions and recognise how beliefs impact on people’s lives. All children are given varied learning opportunities such as role play, games, art, and music to encourage them to express their ideas and feelings. Visits to religious places of worship and whole school interfaith workshops are undertaken where possible and where not, use of the internet. Children all take part in school performances and whole school events, e.g. Harvest Festival and Christingle at St. Andrew's Church, Nativity plays, Christmas and Easter.
Across the two year rolling programme children will cover some aspects over both years to gain a deeper understanding of key events and festivals that are widely celebrated within Christianity. The remaining aspects that are outlined in the Awareness, Mystery and Values guidance are spread throughout the two years and are not revisited. The exploration of a repeated aspect shows progression from year one to year two through the skills that the children can currently access and the questioning that they undertake. In year two, some stories, beliefs and festivals will be explored in more depth and entail deeper questioning to unpick the core principles and views to gain a wider awareness and understanding to build on their previous knowledge from year one.
Impact (attainment and progress):
Make sense of beliefs: identify core beliefs and concepts studied and give a simple description of what they mean; give examples of how stories show what people believe (e.g. the meaning behind a festival); give clear, simple accounts of what stories and other texts mean to believers.
Understand the impact: give examples of how people use stories, texts and teachings to guide their beliefs and actions; give examples of ways in which believers put their beliefs into practice.
Make Connections: think, talk and ask questions about whether the ideas we have been studying have something to say to us; give a good reason for the views we have and the connections we make.
Unfortunately not the ones with chocolate chips.
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