RE Teaching and Learning at Shiphay Learning Academy 

Curriculum Rationale: What is Taught?

At Shiphay Learning Academy, RE is planned, using the Devon and Torbay agreed syllabus.  The principal aim of our RE curriculum is to explore what people believe and what difference this makes to how individuals lead their lives, 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. 

RE Key Themes 

• making sense of belief
• making connections
• understanding the impact of belief 

Pedagogy: How are We Teaching and What is the Lesson Structure?

Nursery to Year 6 follow the Shiphay RE Curriculum Overview. 

* Learning ABOUT religion

* Learning FROM religion

• EYFS - discovering, KS1 - Exploring, KS2 - Connecting
• RE contributes to experiences and responsibilities of later life
• RE is a big contributor in preparing for life in Modern Britain and the five British Values
•  Start the lesson with a short retrieval activity, looking at previous learning - ‘rewind’. 

• Many lesson ideas will come from the Devon and Torbay agreed syllabus, but are not exclusive.
• Refer to the KOs: RE Knowledge Organisers 
• Use the recommended lesson resources from the agreed syllabus
• Encourage a range of co-operative structures to support active participation.
• Lessons may have a range of learning activities: children do not need to produce a written learning outcome in all lessons
• Photos taken
• End the lesson with a reflective discussion-what have I learnt today? Have I built on my skills? What do I want to find out next?

Assessment Books, Feedback and Marking: How will Measure Outcomes?

• A progression curriculum deliberately builds pupils’ knowledge and skills build over time, so connections can be made and understanding can grow in richness and depth.
• RE to be recorded in the PD book (record relevant learning, don’t add ‘things’ to fill it weekly)
• Wider opportunities included in PD book
• Include the date and WALT
• Floor books, discussion with the children and what they have learnt: Intent, Implementation and Impact. Classroom environment.
• Beginning of new unit - what do the children already know? Rewind (if previously taught)
• End of unit - what do they know now that they didn’t know before?

Key Questions

• Who am I and what does it mean to be me?
• In what ways do/can I relate to others?
• How can I make a positive contribution to the world in which I live?
• What values, attitudes, beliefs and behaviour are important to me?
• What does it mean to have faith?
• Who/what influences and inspires me?

SEND

• Learning about religion can present barriers for pupils with complex needs because of abstract concepts 

• Use of learning partners, 
• multisensory approach - drama, role play, artefacts, 
• videos, videos of moral dilemmas, 
• additional adult support, 
• adult-pupil communication, 
• suitable learning challenges, remove barriers, small steps 
• provide a range of opportunities to show what they know and can do in different ways
• preparation for change, ie, visits and visitors, 
• use of ICT: story boards for scaffolding, electronic presentations, 
• pre-teach RE vocab/concepts being used in lesson, recognise that language in religious text may be hard to understand, 
• rewind with a visual aid - perhaps KO, 
• avoid culture of ‘right answers’ as RE deals with belief and opinion, 
• make RE learning part of everyday activities, 
• draw on personal experiences, 

Wider Opportunities and Enrichment

• ICE lessons
• External visitors (Radua Kamal: Islam) 
• Visits to local churches