Download Policy Statement for Religious Education

Policy and Guidelines for Religious Education
Villa Real School
Introduction
This school agrees with the Durham County Policy Statement for Religious Education, fully
accepting the designation of Religious Education as a compulsory element of the
curriculum. Religious Education is seen as an integral element of the curriculum for all
pupils within the school from 2-19 years.
Definition
The teaching of Religious Education has equal standing with other core subjects. This
teaching has a mainly Christian basis, reflecting the fact that this is mainly the tradition of
Great Britain, but also includes teaching about the other principal world religions
represented in Great Britain (Islam, Sikhism, Buddhism, Judaism, Hinduism) and includes
teaching on Humanism and locally significant religious groups.
Religious Education at Villa Real is taught using a modular approach. For some pupils this
requires a multi-sensory approach, designed to enhance their experience of, and ability
to respond to learning situations and their environment, including other people. Each
pupil/student also participates in a daily act of collective worship, either in class groups or
with the whole school; praise of individual’s personal achievements is an important and
regular part of whole school assemblies.
Scope
This Policy applies equally to all students and pupils in the school, with full consideration
being given to each individual’s specific needs in relation to an awareness,
understanding and experience of Religious Education. All students will be treated
equitably and with respect irrespective of their gender, social, cultural, ethnic or religious
background, family circumstances or age.
All pupils are included in acts of collective worship. However, at the request of a parent,
any child must be excused from receiving religious education and from acts of collective
worship.
Rationale
This school recognises that the teaching of Religious Education to as high a level as can
be achieved by each pupil and student is crucial to his/her overall development, socially,
morally, cognitively, emotionally and spiritually.
Aims
This school believes that, apart from its intrinsic worth, the aim of Religious Education is to
enable each pupil and student to develop his/her full potential for:

Relating to others in meaningful and fulfilling ways.

Self advocacy - the ability to make and communicate choices and decisions.
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
Developing an awareness of the mystery and awe of life, from the beginning to
the end.

Exploring a moral code for life.

Developing an awareness of things other than the material and physical.

Recognising their place in a multi-faith, multi-cultural society.

Encouraging Community Cohesion
Requirements/Expectations
Each area of the Religious Education curriculum is taught throughout the school within
levels dictated by the needs and abilities of individual pupils and students, and with
regard to the age appropriateness of content and/or style. Individual levels of
attainment in all areas will be monitored and recorded by class teachers using systems
developed in school.
Where appropriate, class teachers will liase with other professionals in developing
effective and appropriate teaching/learning situations and monitoring individual
progress.
It is the intention of the school to provide the resources and opportunities for training
necessary for teaching and non-teaching staff to put the policy into practise.
Entitlement
All pupils and students at Villa Real are entitled to a Religious Education curriculum,
which offers opportunities for the development of:
Concepts in Religious Education (belief, worship, deity, authority, commitment):

In different groupings.

In a range of situations including through play, role-play, performance, singing
and stories.

At a level appropriate to individuals needs, abilities and ages.

Through their environment, promoting an appreciation of the world around us.
Attitudes in Religious Education (fairness, respect, self understanding, enquiry):

In different groupings.

Using a wide range of resources and materials, singing, stories and ICT, to enable
teaching/learning at levels appropriate to individuals needs, abilities and age.

From real situations (an appreciation of caring for, and being cared for by our
families).
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Recognising the achievements of all pupils and students in the school as relevant to each
of these areas.
Skills in Religious Education (investigation, interpretation, evaluation, analysis, synthesis,
application, reflection, empathy, expression):

In different groupings.

In a range of situations.

Using a wide range of resources, including ICT.

At a level appropriate to individuals’ needs, abilities and ages.

Through their environment, promoting an appreciation of the world around us.
School based INSET time will be used to:

Facilitate the standardisation and moderation of assessment and recording
procedures.

Share and develop teaching strategies and skills.

Familiarise staff with available teaching resources.
Curriculum Provision and Organisation
Early Years, Key Stage 1 and 2
RE is taught in class units by the class teacher, as part of Understanding of the World in the
EYFS and part of the weekly RE lesson in Key Stage 1 and 2. Each lesson lasts for half an
hour. Pupils follow the school’s Scheme of Work, linked to the Villa Real Primary
Curriculum, based on the Agreed Syllabus for RE in Durham, which draws on the
distinctive features of Christianity, Sikhism, Buddhism, Islam, Judaism and Hinduism. EYFS,
Key Stage 1 pupils study Christianity and Hinduism, and are introduced to aspects of
Buddhism. Key Stage 2 study Christianity, Hinduism and Sikhism, and are introduced to
aspects of Judaism.
Key Stage 3 and 4
RE is taught in class units by the class teacher, for three quarters of an hour each week.
Pupils follow the school’s Scheme of Work based on the Agreed Syllabus for RE in Durham,
linked to modules in the International Primary Curriculum, which draws on the distinctive
features of Christianity, Sikhism, Buddhism, Islam, Judaism and Hinduism. Key Stage 3
pupils study Christianity, Judaism and Islam, and are introduced to aspects of Hinduism.
Key Stage 4 pupils study Christianity and are introduced to the basic beliefs of Islam.
Key Stage 5
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RE is taught as part of ‘The Wider World’ in Key Stage 5 for one hour a week. Pupils are
provided with learning opportunities and experiences which allow them to develop their
own thinking on important religious, social and moral issues, and respect for others. They
are also encouraged to consider their own place and purpose as adult members of
society. Pupils carry out a number of topics within the local community, run a regular Fair
Trade Stall and work on individual projects of their choice.
Planning
Class teachers plan RE for Key Stage 1-5 using the Scheme of Work with reference to
individual curricula relevant to each Key Stage. This planning includes stories, songs,
music and artefacts connected to the topic and theme being covered. There is a Long
Term Plan which shows which topics are to be covered. ‘The Wider World’ is planned on
a three year repeating cycle.
The RE Co-ordinator monitors lessons each term across the key Stages to ensure that the
requirements for each are being followed, to offer advice on good practise, to work with
staff on any difficulties and to inform the future development of RE, to ensure that it
continues to be a positive and enhancing learning experience for all pupils.
Teaching and Learning Styles
Pupils are taught in small groups, as whole classes/phases or more rarely in one to one
situations. Due to the diverse population of Villa Real School, pupils are working at
different levels, which means that activities need to be differentiated for different pupils.
As in most other subject areas, the problem of age appropriateness means that material
has to be adapted to suit the needs of our pupils.
Each term pupils from a particular Key Stage either visit a place of worship, or a visitor
comes into school, so that pupils can experience at first hand the subject they are
studying. Pupils also take part in whole school celebrations of specific religious events and
multi-cultural festivals.
Assessment and Recording
At the end of each term, class teachers, Key Stage 1-4, evaluate RE through their relevant
curricula and record progress in B Squared for their class. The ‘Wider World’ is evaluated
termly in key Stage 5 and then accredited through ASDAN.
Resources
RE is well resourced with a good variety of books, big books, story boards, Bibles, videos,
Godly Play resources, CDs, and sensory stories covering the six religions and other multicultural events. There are Topic Boxes for each of the religions studied, which contain a
variety of artefacts, pictures and sensory elements, as well as a CD of music relevant to
that topic area.
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The hymns and songs most commonly used in school assemblies and celebrations are
listed and referenced in the Villa Real Hymnbook, kept in the music box in the Deputy
Head teacher’s Room.
Conclusion
This school believes that the teaching of Religious Education is important to the whole of
the curriculum for our pupils and students. We are committed to providing full
opportunities for each individual to achieve the aims described above.
September 2015
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