R.E – teaching and learning  

 

Key Documents

Curriculum Map – RE

RE Policy

 

It is law that we, as a school, provide Religious Education. The school follows the Liverpool Agreed Syllabus for Religious Education. The Liverpool SACRE has produced a syllabus, which is intended to be fully inclusive.

 

Intent

The intent of Religious Education is not to make believers out of our pupils but to educate and inform.

Children will be inspired to be religiously literate young people who:

Explore ways to be reflective and inclusive:

  • Have the knowledge, understanding and skills to reflect spiritually.
  • Think ethically
  • Are aware of the demands of religious commitment in everyday life.
  • Will learn about other cultures and religions.

Implementation

Religious Education is taught through the he Liverpool SACRE (Standing Advisory Council for Religious Education) scheme of work and delivers a syllabus, which is intended to be fully inclusive.

Foundation Stage –contributes towards the Early

Learning Goals

Key Stages 1 and 2 –follows the same format as the National Curriculum programmes of study with sections for Knowledge, Skills and Understanding and Breadth of

Study.

Breadth of Study:

  • Belief (beliefs, teachings, figures, symbols)
  • Practice (identity, relationship, morality, worship)
  • Opportunities (experience, communicate, reflect, create)

Impact

Children will leave Monksdown with the core values of Respect, Responsibility, Resilience and Resourcefulness applying them to their daily lives.

Aspirations of Religious Education by the end of Year 6 is that SACRE scheme of work has:

  • Promoted pupil’s spiritual, moral, social and cultural development.
  • Prepared pupils for the opportunities, responsibilities and experiences of life.                                                       
  • Established the principles for distinguishing the difference between right and wrong.                                                        
  • Developed knowledge, understanding and appreciation of pupil’s own and other’s beliefs and cultures.                                 
  • Promoted equality and empowered pupils with the opportunity to challenge discrimination and stereotyping.