Religious Education teaching at Peel Hall gives all children a coherent and progressive education and adheres to the National Curriculum’s legal requirement of promoting the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities, responsibilities and experiences of later life.
The Salford Agreed Syllabus is the main tool which we use to support our planning and teaching of Religious Education. As quoted from The Salford Agreed Syllabus ‘Religious Education taught using this syllabus allows learners to share their experiences and to learn from one another and of the religions and beliefs in the community.’ It will also support pupils to develop their ‘personal knowledge’ as stated as one of the ‘three types of knowledge’ by OFSTED. Where pupils will build an awareness of their own thoughts and values about the religious and non-religious traditions they study and apply their learning to living.
In each year group two or more religions or worldviews are taught. These are studied separately and then compared to look at any similarities or differences which enables children to build on their learning throughout the year and retain information taught embedding learning into their long term memory. Progressive vocabulary is listed and planned to allow more in depth higher level discussions where pupils will learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
Knowledge organisers set out the knowledge and skills that pupils will gain in each area, as well detailing prior learning, key vocabulary and clear end points. Knowledge organisers are used to clarify technical terms and check children's understanding regularly; they are used by children as a working document and sent home to support parental engagement.
Each Unit of work is based around a ‘Big Question’ and across these questions the Salford Agreed Syllabus ‘Three Strands of Learning’ are covered to ensure children connect to their learning.
The Three Strands are;
Believing; Religious beliefs, teachings, sources; questions about meaning, purpose and truth. Expressing; Religious and spiritual forms of expression; questions about identity and diversity.
Living; Religious practices and ways of living; questions about values and commitments.
Learning is enriched and embedded through exploring religion from different perspectives and making learning real and relative. This is achieved through using a range of different methods; artefacts, imaginative play and drama, debating, communicating religious beliefs, answering and exploring questions , comparing religions and worldviews and educational visits and visitors.
In the Early Years Foundation Stage children learn about Religious Education through talking about past and present events in their own lives, in the lives of others and learning about the similarities and differences between themselves and others, among families, communities and traditions. They encounter these experiences through special people, books, places and objects. Children are introduced to subject specific words and use all their senses to explore beliefs, practices and forms of expressions through celebration days.
The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.
At Peel Hall we also aim to develop well-rounded British Citizens so they can develop an understanding and appreciation for the expression of beliefs and cultural practices in the local, national and wider global community. The teaching at Peel Hall enables children to engage with ideas about British Values and to articulate their beliefs, thoughts and opinions respectfully and appreciate those differing from their own, enabling their personal development and applying their learning to living.
Our Religious Education curriculum is tailored to equip our children with the skills to become a positive contributing member of society. We measure the impact of our curriculum through the following methods:
● Class discussions, drawing on the knowledge children have learnt to compare religions with one another
● Pupil discussions
● Using the enquiry based approach to assess the child's progress against the ‘Big Questions’
● Low stake quizzes allowing for multiple attempts and meaningful feedback for next steps in learning
● Children are able to identify the core beliefs and religious places of worship for; Islam, Christinaity, Judaism, Hindusim, Buddhism and Sikhism
● The development of curiosity and excitement through planned enrichment activities
● Real life memorable experiences of visiting a place of worship
● Children are prepared for Religious Education in the next stage of their education, having fundamental acknowledgement and understanding of the diverse world around them
