Ysgol Gynradd Cantre’r Gwaelod
An example of a Policy Statement for Religious Education
Note: this is an example - you must state what is actually happening in your school
LEGAL REQUIREMENTS
· the curriculum for every maintained school in Wales shall comprise a basic curriculum which includes provision for religious education for all registered pupils at school (including children in reception classes)
· maintained schools will follow the religious education curriculum set out in the Local Authority agreed syllabus
· every agreed syllabus shall reflect the fact that religious traditions in Great Britain are in the main Christian whilst taking account of the teaching and practices of the other principal religions represented in Great Britain”
· parents have the right to withdraw their children wholly or partly from RE.
Ysgol Cantre’r Gwaelod’s RE policy and schemes of work adhere to these legal requirements, and follow the Carmarthenshire Agreed Syllabus for RE.
NATURE OF RELIGIOUS EDUCATION
The Carmarthenshire Agreed Syllabus for RE (which is based on the Welsh Government’s ‘National Exemplar Framework for RE’ 2008) states that “religious education in the twenty-first century encourages pupils to explore a range of philosophical, theological, ethical, and spiritual questions in a reflective, analytical, balanced way that stimulates questioning and debate. It also focuses on understanding humanity’s quest for meaning, the positive aspects of multi-faith/multicultural understanding and pupils’ own understanding and responses to life and religion. Religious education in the twenty-first century consists of an open, objective, exploratory approach.” In Ysgol Cantre’r Gwaelod, we follow these principles and this approach to the subject.
RELIGIOUS EDUCATION IN THE FOUNDATION PHASE
We provide religious education within an integrated curriculum. It can be seen as the eighth Area of Learning, and is linked to the other Areas of Learning in order to ensure that children have a holistic learning experience. RE provision adheres to the principles underpinning the Foundation Phase curriculum and encourages an open, engaging and questioning approach.
RE Skills in the Foundation Phase: the Carmarthenshire Agreed Syllabus (pages 16-17) highlights 39 skills in two areas, namely:
· Knowledge and Understanding of the World
· Personal and Social Development, Well-Being and Cultural Diversity.
These skills adhere to the experiential learning approach which is so important in the Foundation Phase.
RE Range in the Foundation Phase: this is set out in the Carmarthenshire Agreed syllabus (pages 18-19) under the headings:
· Themselves
· Other people
· Living things.
We give children opportunities to explore their own experiences, questions and priorities and those of other people, to reflect on the value of life and to act responsibly towards living things. This is done in an open, challenging way through exploration of a range of beliefs, practices and viewpoints.
RELIGIOUS EDUCATION AT KEY STAGE 2
RE skills
We give pupils opportunities to develop the three core, interrelated RE skills which are set out in the Carmarthenshire Agreed Syllabus (pages 22-23), namely,
· engaging with fundamental questions
· exploring religious beliefs, teachings and practices
· expressing personal responses
RE range
Pupils have opportunities to develop the above skills through the range set out in the Carmarthenshire Agreed Syllabus, as noted below. Within this range, pupils will have opportunities to develop their knowledge and understanding of Christianity and some other principal religions as practised in the locality, in Wales and in the wider world.
The natural world
1. origins
2. responsibility and concern
Human experience
3. human identity
4. meaning and purpose of life
5. belonging
6. authority and influence
7. relationships and responsibility
Search for meaning
8. spiritual/non-material
9. responding to spiritual experience
THE NEW CURRICULUM FOR WALES
The four purposes of the new curriculum for Wales are that children develop as:
· ambitious, capable learners, ready to learn throughout their lives
· enterprising, creative contributors, ready to play a full part in life and work
· ethical, informed citizens of Wales and the world
· healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
These will be at the heart of children’s learning and experiences in RE and they will be given ample opportunities to develop the relevant characteristics of these four purposes.
CROSS CURRICULUM RESPONSIBILITIES
i. The Literacy and Numeracy Framework
ii. The Digital Competence Framework
Literacy is an integral part of RE and therefore in RE we give the pupils ample opportunities to effectively develop and apply many of the aspects of oracy, reading and writing (including extended writing) that are included in the literacy framework. Pupils also apply some aspects of numeracy in RE, although the opportunities here are more limited. Pupils develop their digital competence in RE in a number of ways, e.g. through searching, creating and communicating.
Opportunities provided for pupils to develop and apply these skills, competencies and aspects are noted in the RE scheme of work.
WHOLE SCHOOL POLICIES
Religious Education complies with whole school policies, including policies such as learning, marking and assessment, safeguarding, additional educational needs, educational visits and so on.
LEARNING AND TEACHING IN RE
RE is taught by each classroom teacher.
Approaches In the Foundation Phase, children experience RE as an integrated part of a holistic curriculum. In Key Stage 2, RE is taught as a discrete subject.
Methods Teachers provide a wide range of differentiated learning opportunities for pupils which include experiential and active learning, thinking and problem solving activities, exploring artefacts, drama and role play, research, use of IT, visits (e.g. St Teilo’s church, Capel Salem, the Carmarthen mosque), visitors (e.g. Father Davies, Rev Dewi Jones and Mr Zaid Ali), discussion, opportunities to reflect and to participating in periods of stillness and silence, circle time and direct teaching. There is a suitable balance between individual, paired, group and whole class learning activities. Pupils are encouraged to take responsibility for their own learning.
In the Foundation Phase, learning reflects the principles of the Foundation Phase curriculum, with emphasis on experiential and active learning and play.
Resources A wide variety of resources are used including religious artefacts, persona dolls, books, the internet, apps, newspapers and pamphlets, video clips and music. External resources are also used e.g. places of worship and guest speakers.
Assessment Assessment in RE is in line with the school’s assessment policy. Formative assessment (Assessment for Learning) takes place continuously and ensures that pupils are in a position to take responsibility for their own learning. It includes sharing learning objectives with the pupils and involving them in drawing up success criteria, diagnostic feedback and peer and self assessment.
Summative assessment takes place at the end of the key stage and is based on the national RE level descriptions and outcomes, as set out in the Carmarthenshire agreed syllabus (pages 21-21 and 26-27). Teachers will use a range of evidence to arrive at a summative judgement as to the level of attainment of each child. In KS2, we use Incerts to track pupils’ progress. The statements are based on the national RE level descriptions noted above.
The RE subject co-ordinator, in liaison with classroom teachers, keeps a portfolio containing samples of pupils’ work from across the age and ability range. These samples of work are referenced against the RE national level descriptions and outcomes.
SUBJECT MANAGEMENT
The school’s subject co-ordinator for RE is Mrs Susan Jones. She has overall responsibility for ensuring that the long term planning and schemes of work for RE are in place throughout the school and regularly consults with the rest of the staff. She monitors the effectiveness of the RE provision and the pupils’ learning in each class. She is responsible for putting together the portfolio of pupils’ work. She attends any RE meetings/training/PLC and feeds back to the rest of the staff.
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