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Religious Education milefield Primary school ~ Progression of knowledge and skills

Intent - Knowledge, Skills and the National Curriculum

In line with the DFE guidance on a broad and balanced curriculum released in July 2021, Milefield Primary School has designed its curriculum to ensure there is breadth but also allows the prioritisation of missed content in core subjects, including key knowledge, skills vocabulary and concepts.

The programme of study for the Barnsley Local Agreed Syllabus has been split into 6 substantive concepts / key questions.

  • Question 1: Why are these words special?
  • Question 2: Why are some places special?
  • Question 3: How can faith contribute to community cohesion?
  • Question 4: Why are some times special?
  • Question 5: What can be learned from the lives of significant people of faith?
  • Question 6: How do I and others around us feel about life and the universe around us?

These questions are the product of much thought by the Agreed Syllabus Conference and the Local Agreed Syllabus Working Groups. They are designed to guide and shape pupils’ learning in RE across the years of schooling. Of course, pupils begin to handle the key questions very simply, moving on to learn about and respond to religious objects and ideas, to describe for themselves, to analyse information, and increasingly to develop the ability to draw thoughtful and balanced conclusions.

These key concepts, principles and themes designed in the Barnsley Local Agreed Syllabus fall in line with National Curriculum requirements. They have been broken down further in our HCAT skills progression document. They are subject specific skills, which are progressive and sequential and build upon previous learning, giving the children the opportunity to know more and remember more. This knowledge and skills based curriculum allows a creative way of teaching and learning, ensuring engagement with all our children in the RE curriculum at Milefield.

The RE curriculum we offer is designed to meet the needs of all our pupils. It is rich, varied, imaginative and ambitious and meets the needs of individual learners and can easily be adapted for pupils with additional needs.

The LAS determines which six religions are to be studied. It is important to ensure both that the legal requirements for RE are met and that the RE curriculum is broad and balanced.

The 6 religions studied in every year from Years 1 - Year 6 are...

Christianity

Judaism

Islam

Sikhism

Buddhism

Hinduism

Implementation - Accelerated Learning

While the knowledge, skills and understanding are central to the Local Agreed Syllabus (LAS), it is also vital that religious education (RE) encourages pupils to develop positive attitudes to their learning and to the beliefs and values of others. The following attitudes are crucial for good learning in RE and need to be consistently developed at each stage or phase of RE.

Self Awareness ~ Respect for all ~ Open mindedness ~ Appreciation and wonder

The Accelerated Learning Cycle, based on the work of Alastair Smith, is applied in all lessons. It stems from the idea of a supportive and challenging learning environment. The cycle has active engagement through multi-sensory learning, encourages the demonstrating understanding of learning in a variety of ways and the consolidation of knowing.

A gather, skills, apply approach to planning and delivery of lessons is taken across school to ensure children develop a deep understanding of specific skills and are able to apply these in a range of situations.

Success criteria is carefully selected to ensure children are meeting the skills objectives in a lesson and follows an Achieve, Challenge, Aspire approach, giving every pupil the opportunity to work their way up the ladder of success to achieve the learning objective.

Impact - Summative and Formative Assessment

Knowing More; Remembering More

Formative assessment is ongoing throughout each lesson. It judges progress and enables teachers to make flexible adaptions to their planned teaching.

Through this regular ongoing assessment, tasks are matched to the ability of each child through differentiated activities, adult support, providing a level of challenge that is stimulating for pupils and questioning skills.

Insight is used as a summative assessment to assess foundation subjects. The knowledge and skills based curriculum is regularly highlighted to identify any gaps or misconceptions to be addressed or passed onto the following teachers.

Our Progressive Skills Curriculum

Credits:

Created with images by sasint - "boy monk river" • Pexels - "book quran open" • Skitterphoto - "church altar pews" • nellyaltenburger - "torah scroll israel" • travelphotographer - "buddha statue monument" • ApertureWorks - "mehendi bangles wedding" • Faraway67 - "religion world religions menorah"