High Seaton, Workington, Cumbria, CA14 1NP

01900 66982

admin@seatonacademy.co.uk

“Educating our children with the skills they need to live fullfilling lives.”

Religious Education and KS1 Long Term Plans

 

Religious Education Policy

 

 Effective from: September 2018                Review: September 2019

 

Aims

Our main aim is to enable children the opportunity to understand the nature of religious beliefs, practices and the importance of these in the lives of believers.  We aim to help children learn about Christianity and Hinduism through Year 1 and Christianity, Hinduism and Judaism through Year 2 and the opportunities to consider and explore their own beliefs.

 

  • Promoting the spiritual, moral, social and cultural development of all our pupils through promoting the fundamental British values of mutual respect and tolerance of those with different faiths and beliefs.
  • Encouraging children to share their views and to understand they can have their own different beliefs but that they should not be used to influence others.
  • The nature of Christianity and its historical and continuing influence on individuals and cultures
  • Contrast religions (Judaism, Hinduism, Christianity)
  • Explore other faiths as appropriate (Chinese New Year, Harvest

Organisation and Delivery of RE

Throughout school we develop our religious understanding by exploring Christianity, Hinduism and Judaism as they enter Year 2 through a range of religious traditions.

In the Foundation Stage, early religious understanding is developed by exploration and sharing experiences such as celebrations, traditions, birthdays, Easter and Christmas.

In Key Stage 1 R.E. is usually taught as a separate subject however, there are opportunities for cross curricular and topic based work.

 

Throughout Key Stage 1 Religious Education is taught using a variety of styles and strategies incorporating:

  • Periods of reflection
  • Opportunities to compare and contrast
  • Opportunities to explore artefacts
  • Group Discussions
  • Explore meaningful stories (sacred or secular)
  • Opportunities to discuss similarities and differences between religions
  • Art, use of pictures/posters
  • Music, drama, movement
  • Stories/poems, videos/tapes
  • ICT
  • Food
  • Discussion/Interviews
  • Role play/acting out stories
  • A visit to the local church
  • A visit from the Vicar

 

R.E. is planned so children use all their senses and are prompted to think, question, explore, experience, reflect, feel, wonder, share own thoughts, enjoy and value.

 

 

Assessment

Children in the Foundation Stage have their attainment assessed by observations and their progress is tracked and monitored through the use of Early Years Outcomes throughout Nursery and Reception. The Foundation Stage profile will indicate if children are reaching expected levels by the end of Reception and will be used in transition into Key Stage 1.

In Key Stage 1 children will be assessed according to work produced, observations and group discussions. Assessments will be highlighted onto Seaton Academy Assessment Performance Descriptors. Results from all assessments will be posted onto Scholar Pack.

 

 

Withdrawal

Religious Education is taught to all pupils except those withdrawn by their parents.

 

Equal Opportunities and Inclusion

  • All children are given access to a broad and balanced RE curriculum regardless of gender, ability, race or religion.
  • Provision will be made for individual needs in IEP’s
  • Equal opportunities are provided for boys and girls, also for children with special needs, those who are talented or gifted and children from different cultural backgrounds.
  • Equal opportunities are provided and sessions are adapted for all children, including children with Special Educational Needs (SEND), those who are talented or gifted, children with English as an additional language (EAL) and children from different cultural backgrounds. They will be given access to additional resources and teaching to support their learning and to ensure they make maximum progress from their individual starting points. 
  • A feeling of self worth will be engendered throughout the activities.

 

Health and Safety

  • All aspects of this policy and practice are carried out with regard to our health and safety procedures.
  • All relevant risk assessments should be read in conjunction with this policy.