LONG MEADOW SCHOOL
RELIGIOUS EDUCATION POLICY
Policy adopted: March 2011 Date of last review: June 2015 Date of next review: June 2018 Type of policy: Non- Statutory / LMS Religious Frequency of review: 3 years Education Policy Governor committee: Curriculum Committee Long Meadow School 1 Introduction
RE is an educational activity that promotes the spiritual, moral, social and cultural development of pupils. It encourages children to investigate and reflect on some of the most fundamental questions asked by people. Children reflect on what it means to have a faith and to develop their own. We help the children learn from religions (religious beliefs, teachings, practices, lifestyles and ways of expressing meaning) as well as about religions (asking and responding to questions of identity and experience, meaning and purpose and values and commitments). We encourage children to think about their own views and values in relation to the themes and topics studied in RE and to respect the views of others.
Direct experience comes from organised visits to local places of worship and visits from representatives of local religious groups who come into school and talk to the children. RE can often be included within worship and this is enhanced by our daily assemblies.
Aims and purposes
Long Meadow School follows the Milton Keynes Agreed Syllabus for Religious Education. Teaching encompasses three strands that focus on ▶ Believing ▶ Behaving ▶ Belonging Through this approach Long Meadow school provides children with the opportunity to:
Develop a secure knowledge and understanding of, and ability to respond to, Christianity and other major world religions (such as Islam, Hinduism, Sikhism, Judaism) represented in Great Britain, making links where appropriate. Explore issues within and between faiths to help them understand and respect different religions beliefs, values and traditions. Consider questions of meaning and purpose in life from beginning to end. Learn about religious and ethical teaching, enabling them to make reasoned judgements on religious and moral issues. Develop their sense of identity and belonging, preparing them for life as citizens in a plural society. Reflect on, analyse and evaluate their beliefs, values and practices and communicate their responses in line with our creative, enquiry curriculum.
How Religious Education supports our school aims
RE enables children to develop values and attitudes that support our school aims. Children work both independently, encouraging them to be independent learners, and cooperatively or collaboratively treating others with respect when speaking, listening and engaging with activities. They take pride in, and
2 celebrate, their achievements and those of others by reviewing their work, experiences and knowledge and recognising the progress made in reaching that result. The subject enables children to develop a respect for each other, to develop their own cultural awareness and understanding, and appreciate the value of differences and similarities. They develop an understanding that all people should be given equal respect regardless of age, race, gender, sexual orientation or ability. At Long Meadow School, emphasis is put on a creative, enquiry curriculum with much visual and kinaesthetic learning and teaching. Therefore, Godly Play is used in conjunction with the syllabus.
Time allocation for RE Time is allocated to RE creatively and flexibly. Throughout the school year RE is taught both as a discrete subject and in combination with other subjects. Over the academic year Long Meadow School will follow the Milton Keynes Agreed Syllabus for Religious Education recommendation that the following hours be devoted to Religious Education: Key Stage 1: approximately 36 hours Key Stage 2: approximately 45 hours
Cross curricular opportunities RE helps children develop an overview of the world by enabling them to make links with themes within literature, history, art, design, drama, music, science and geography. They can use ICT, where appropriate, finding, selecting and analysing information, using the internet. They can also use ICT to communicate their responses and to give value to their work through thoughtful presentation. Teachers must be alert to the dangers of radicalisation and must safeguard children against extremist views. Through our RE lessons, we teach the children about the values and moral beliefs that underpin individual choices of behaviour, thus contributing to health education. We also promote the values and attitudes required for citizenship in a democracy by teaching respect for others and the need for personal responsibility, appreciating what it means to be positive members of our pluralistic society. We encourage the children to make creative response to the content of the lesson. All classes take part in an RE curriculum enrichment day during the academic year.
Health and safety
Where children are to participate in activities outside the classroom, for example visits, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.
Spiritual, moral, social and cultural development Through teaching RE in our school, we provide opportunities for spiritual development. Children consider and respond to questions concerning the meaning and purpose of life. We help them to recognise the difference between right and wrong through the study of moral and ethical questions. We enhance their social development by helping them to build a sense of identity in a multicultural society. Children explore issues of religious faith and values and, in so doing, 3 they develop their knowledge and understanding of the cultural context of their own lives.
Equal Opportunities We believe that it is important for all children to experience a rich and varied RE Curriculum. We will use opportunities within RE to challenge stereotypes. We recognise the fact that all classes in our school have children of widely differing abilities, and opportunities for all children by matching the challenge of the task to the ability of the child, and by providing a wide range of activities to address all learning styles. Teaching assistants support the work of individuals or groups of children where relevant and available.
The Role of the Co-ordinator
The RE co-ordinator ensures that the Religious Education programme is delivered to each year group of the school. The role of the co-ordinator is to:
Keep the policy up to date Devise and update the long term plan for Religious Education in the school Keep the staff informed about delivery, strategies, any developments to the planning Keep the head teacher informed of any issues arising from the delivery of the planning Organise resources and inform staff Review and seek up to date materials and resources Consult with the governing body about any planned changes for the Religious Education planning Monitor the delivery of Religious Education in school through Subject Leader monitoring activities
Assessment
Teacher assessments are made against the Statements of Attainment for each Key Stage as contained in the agreed syllabus.
This policy will be reviewed every 3 years
Reviewed June 2015
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