Religious Education
Intent:
Be the best we can be now and in our futures: developing a strong understanding of belief systems around the world
Ambition for all: ensuring that no child’s circumstances define their outcomes: we believe all children can develop tolerance and appreciation of a range of beliefs with the right support
Nurture a healthy mind, body and soul: develop a love of RE and the ability to express their own spirituality
Develop a crew mentality for our school, the Rock Ferry community and our world: through challenging stereotypes and appreciating the richness that a range of beliefs and traditions can bring
Implement:
We structure our RE curriculum around six big ideas:
Continuity, change and diversity
Words and beyond
A good life
Making sense of life’s experiences
Influence, community, culture and power
The big picture
For more information about the six big ideas, please see below
To put our intent into action, we plan at three levels: long-term, medium-term, short-term.
Long-Term: Our subject leader maps out what children should learn in each unit throughout school. This is mapped out by our subject leader because they see the bigger picture of RE across the school, ensuring your child is taught everything required of the Early Years Framework and Wirral Agreed Syllabus. In Early Years, early foundations for RE are taught within People, Cultures and Communities aspect of Understanding the World area of Development Matters.
Our subject leader carefully considers the order content is taught across school so that what your child learns makes sense year on year. We deliberately plan opportunities to return to key ideas throughout your child’s time at Rock Ferry so your child can build lasting memory and deepen their understanding each time they return to a key concept.
Medium-Term: Teachers use the long-term plan to know what they need to teach. At the medium-term planning phase, they carefully consider the sequence of learning within a unit of work so that knowledge builds logically and gives children opportunity to return to ideas, apply them and refine their understanding.
Short-Term: Your child’s teacher plans each lesson for the learning sequence, considering how best to teach the content set out in the long-term and medium-term plans so that it sticks. When planning lessons, your child’s class teacher will consider the needs of your child and the class they are in. This may mean returning to ideas they have struggled to grasp in earlier lessons or putting adaptations in place to ensure everyone can access the lesson such as word banks, writing slopes and scaffolded responses.
Impact:
To ensure children have learned what we have intended them to, class teachers regularly plan small tasks within lessons that lets them see what your child has understood. This allows them to respond to your child’s need if they haven’t understood a key idea. This may be offering support or re-teaching within the lesson or adapting the following lesson plans to address bigger misconceptions.
Subject leaders and senior leaders regularly speak to children to see what they have remembered, look in their books to check the quality of their work and visit lessons. We use this information to review the quality of our curriculum and identify any areas where we could make it even better.
In line with statutory guidance from the DfE, you have the right to withdraw your child from the RE curriculum at Rock Ferry Primary School. If you wish to do so, please used the withdrawal form below and send it to schooloffice@rockferry.wirral.sch.uk