In line with the National Curriculum and the Six Key Questions of the Barnsley Agreed Syllabus for Religious Education we have developed our HCAT curriculum that children learn about a variety of religions and social development points throughout their time at Mapplewell Priamry school. The HCAT progressive document supports the progression of knowledge and skills a child should learn and how children revisit knowledge and skills to ensure depth and rigour over time.
RE in school provides a balance of opportunities for children to learn about and learn from religion. We believe that learning from religion provides huge scope for developing children’s spirituality. As a school, we wholeheartedly believe that a high-quality religious education, which promotes a celebration of all cultures and religions, centred around spiritual, moral, social and cultural (SMSC) development is essential in promoting strong shared values among children as well as a knowledge and respect for different people's faiths, feelings and values.
At Mapplewell Primary School, the RE coverage for each half term has been thoughtfully considered to ensure that three major world religious are covered in all year groups each term. This ensures that the content of each session is purposeful, meaningful and has a relevant context for our children to engage with.
RE at Mapplewell Primary School is taught on a two year cycle to give the children time to consolidate learning and make links between the three religions that they are being taught that year. In Cycle A Hinduism, Sikhism and Buddhism is taught whilst in Cycle B Christianity, Judaism and Islam are taught.
At Mapplewell Primary School knowledge organsiers have been developed to map out the progressive knowledge from Y1 to Y6. Each document provides the granular knowledge and substantive concepts each year group needs to ensure that high standards of delivery are maintained in all year groups. However, this curriculum could not be delivered without the firm foundations built in the Early Years. Children throughout the Foundation Stage are read stories linked to other religions and activities linked to them can be found within their continuous provision. This approach ensures that that children are continually immersed in the lives of people from other faiths and communities, which develops their British Value of Tolerance as soon as they start their learning journey at Mapplewell Primary School.
RE is taught discretely - on a weekly basis - and it is delivered to raise interest, self-esteem, creativity and aspirations of all our children. The curriculum is rich and varied, which provides our pupils with the skills required for life in the 21st Century.
Within a sequence of RE lessons children would be given chance to explore religions through 6 key questions to ensure continuity and progression in each year group. The questions are designed to guide and shape pupils' learning in RE across the years of schooling. Pupils begin by handling the key questions very simply, moving on to learn about and respond to religious objects and ideas, to describe for themselves, to analyse information, and increasingly to develop the ability to draw thoughtful and balanced conclusions.
The Accelerated Learning Cycle, based on the work of Alastair Smith, is applied in all lessons. It stems from the idea of a supportive and challenging learning environment. The cycle has active engagement through multi-sensory learning, encourages the demonstrating understanding of learning in a variety of ways and the consolidation of knowing.
It is important that children 'know more and remember more' about each religion and can articulate what they know confidently to others.
To further enhance the RE curriculum, all pupils at Mapplewell Primary School visit a place of worship or engage in a workshop provided by members of other faiths. We believe that this experience is an excellent way for children to consolidate their learning, as they are able to ask questions and discuss key themes to challenge their own understanding and thinking about key religions.
To support pupils knowing more and remembering more, every classroom has a dedicated poster reminding them of the focus question for the half term, as shown below:
At the start of evry RE lesson, pupils are reminded how Religious Education can be tied to the British Value of Tolerance. Every classroom has the following British Values poster to help remind pupils:
AT the strat of every RE lesson, pupils are reminded to use their RE front cover to help them remember key vocabulary and previous learning. It also gives pupils indication of future learning. Below is an example taken from KS1:
Formative assessment is ongoing throughout each lesson. It judges progress and enables teachers to make flexible adaptions to their planned teaching.
Through this regular ongoing assessment, tasks are matched to the ability of each child through differentiated activities, adult support, providing a level of challenge that is stimulating for pupils and questioning skills.
Insight is used as a summative assessment to assess foundation subjects. The knowledge and skills based curriculum is regularly highlighted to identify any gaps or misconceptions to be addressed or passed onto the following teachers.
As a school, we believe that reflection time is an important step in pupil learning and progress. We ensure that our pupils are given time to reflect upon their learning. Reflection helps us to recognise what and how we have learned and what we need to focus on in the future. Reflection should be about valuing and encouraging pupil involvement – getting them to share ideas, listen to each other and develop the confidence to join in.