Intent

The intent of the RE curriculum is to ensure children develop their understanding of the principles, practices and lifestyles of people within the Christian faith and other world faiths (including those with non-religious beliefs).  People in our local area have a diverse range of beliefs so our intent is to support community cohesion by promoting mutual respect and tolerance both in Hindley and wider society. In addition, we endeavour for every child to be respectful, resilient, honest, determined, confident, cooperative and ambitious through the promotion of our school characteristics. 

Implementation

Reception In addition to following the Lancashire Agreed Syllabus for RE, RE is accessed through the Early Years Foundation Stage Framework, particularly the ‘Understanding the World: People, Culture and Communities’ area of learning.  Children know some similarities and differences between different religious and cultural communities in the country drawing on their experiences and what has been read in class and general discussions around special times, family customs and routines. 

Y1-Y6 - Our school follows the Lancashire Agree Syllabus for RE. This scheme provides increasingly challenging lessons, in line with National Curriculum requirements.  Each unit asks a question that children can explore through a variety of ways –discussions, debating, handling artefacts, exploring sacred texts, using imaginative play or drama to express ideas/feelings and responding to stimuli (images, games, stories, art, music and dance).  Experiences and enrichment opportunities may include:  meeting visitors from local religious communities, making visits to religious places of worship, making use of videos and the internet, taking part in whole school events (e.g. Nativity plays, Multi-faith days), participating in moments of quiet reflection/mindfulness.

Assessment opportunities can be found in each unit of the syllabus. Teacher assessments (TA) are made from a variety of sources including observation in lessons, pupil voice and children’s work completed in books.

Impact

The intended impact is for the majority of children in each year group to be working at or above the expected standards for their age. In addition to this, we want them to be inspired by RE and want to learn more; be able to show progression in their subject knowledge, as well as their understanding and respect for different opinions and beliefs; be able to discuss their learning and have key concepts embedded into their long term memory and finally to understand where their learning in RE can take them into the future!  

To track and measure the impact of RE teaching, we use Insight, our online assessment tool that aligns directly with our curriculum. This allows teachers to instantly monitor how individual classes or year groups are performing against our curriculum targets, helping to identify and address any gaps in learning. In addition to Insight, the subject leader conducts informal learning walks and pupil interviews, alongside reviewing children’s work, to ensure that learning objectives are met and knowledge can be recalled when prompted. These assessments show that pupils are not only engaged and excited about RE but also able to retain and apply what they’ve learned, demonstrating the effectiveness of our curriculum.

The Parental Right of Withdrawal from Religious Education
Religion and belief have become more visible in public life in recent years, making it important that all pupils should have an opportunity to engage in RE. However, the parent of a pupil at a community, foundation or voluntary school (or pupils themselves if they are aged 18 or over) may request that they be excused from all or part of the religious education (RE) provided.
Parents who wish to withdraw their children from RE should be aware of its aims and what is covered in the RE curriculum and that they are given the opportunity to discuss this if they wish. It should be made clear whether the withdrawal is from the whole RE curriculum or specific parts of it. No reasons need be given.
IMPORTANT - Limitations to withdraw

• If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching.  A pupil may be required to work in another area of the school, such as library or break out area.
• Whilst parents or carers have a right to withdraw children from RE, they should note that children may also encounter religions and beliefs and wider aspects of faith in other areas of the curriculum from which there is no right of withdrawal.
• On occasion, spontaneous questions about religious matters are raised by pupils or issues related to religion arise in other curriculum subjects such as history or citizenship (PSHE) For example, schools promote community cohesion and help pupils to understand ideas about identity and diversity, feelings and emotions within both religious and non-religious contexts.

 Managing the Right of Withdrawal 
Where a request for withdrawal is made, the school must comply and excuse the pupil until the request is rescinded. Though not legally required, it is good practice for a head teacher to invite parents to discuss their written request.
(Section 71(3), School Standards and Framework Act 1998).