RE Curriculum Statement
“Tell me and I forget. Teach me and I remember. Involve me and I learn." -Benjamin Franklin
“If children’s entire school experience has been designed to push them through mark scheme hoops, rather than developing a deep body of knowledge, they will struggle in later life.” Amanda Spielman
Pupils learn best when their curiosity is engaged. We use a question led, learning challenge approach to teach RE. Learning is led through a series of key questions which are underpinned by the development of knowledge and skills.
- Each unit of work clearly sets out what pupils are expected to know at the end of the unit of teaching. It also specifies vocabulary pupils must develop as closing the language gap is key to addressing the social disadvantage many of our children face. (“Vocabulary size is related to academic success and schooling is crucial for increasing the breadth of pupils’ vocabulary” Clive Davies OBE Focus Education)
- To ensure a broad and balanced curriculum, art, PSHE and English are woven into the RE curriculum wherever possible to provide meaningful links.
- Literature is at the heart of our curriculum; many texts are used to teach and consolidate English skills and teach religious stories.
- In order to be long term, learning should be meaningful and provide real experiences for children. We provide opportunities for all children to visit a place of worship or have visitors from a religion they are studying. Wherever possible we take advantage of our local context and visit local places of worship.
- RE is taught through a bespoke scheme of work which follows the 2019-2024 ‘Believing and belonging in West Yorkshire Agreed Syllabus’ for RE in Leeds.
- Each year group studies Christianity alongside another key world religion.