RE at Woodrow 

We follow the Worcestershire agree syllabus for RE. 

Intent

The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.

Implementation 

We have a flexible approach to teaching RE. We may have a weekly session in one half term and a block of 3 afternoons another term, or a series of days etc. Sometimes RE is the focus of a "Mantle" and other times it is taught discretely or applied in a cross curricular context. We always ensure however, that RE is the focus and not another curriculum area. 

Long term plan 

Impact

The learning outcomes for each unit are expressed in relation to the three elements of the teaching and learning approach (making sense of beliefs, understanding the impact, making connections).

The spiral nature of the curriculum means that pupils will encounter some of the same concepts in different questions at different key stages. Exploring the same concepts again, from a different perspective and using different materials, is essential to support pupils’ ability to connect ideas and develop a coherent understanding of religion and belief, consolidating and embedding learning

The learning outcomes on each key question outline help teachers to assess what children know and can do, and to devise appropriate learning activities to enable pupils to secure their understanding and skills. Using the unit learning outcomes as stepping stones towards the end of phase outcomes allows teachers to track progress. This is not the same as giving pupils a ‘level’. Where a key question is building on previous learning, pupils will start with some prior knowledge. Building upon this will help pupils to make more progress.

Teachers will use their professional judgement and look at work samples, recall discussions and other responses to teaching and learning and then record whether a pupil is working towards, working at or working at greater depth for the expectations for a unit.