“The various religions are like different roads converging on the same point. What difference does it make if we follow different routes, provided we reach the same destination? – Gandhi.

INTENT
What takes place before teaching in the classroom?

At St. Anthony’s the intention is to engage and inspire children to develop an appreciation of religion, to recognise their own beliefs and to respect the beliefs of others throughout their lives through Religious Education. We aim to support all children to increase their self-awareness, self-confidence, creativity and sense of achievement by enabling each child to develop at their own level and pace.

Our broad, enriching curriculum aims to ‘promote the spiritual, moral, cultural, mental and physical development of pupils and of society, and prepares pupils for the opportunities, responsibilities and experiences of later life’.’ Section 2 79 (1) School Standards and Framework Act.

Breadth and depth of the RE Curriculum provides opportunities for pupils to develop positive attitudes and values and to reflect and relate their learning in RE to their own experience. There is a wide-ranging study of religion across the key stages which builds on statutory requirements.

Pupils have the opportunity to learn that there are those who do not hold religious beliefs and have their own philosophical perspectives, and subject matter. It offers opportunities for personal reflection and spiritual development. It enhances pupils’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures. Our Religious education encourages pupils to develop their sense of identity and belonging and enables them to combat prejudice.

Religious education at St Anthony’s encourages pupils to learn from different religions, beliefs, values, rituals and traditions while exploring their own beliefs and questions of meaning. It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.

At St Anthony’s the study of religion provides an appropriate balance between and within Christianity, other principal religions and, where appropriate, other religious traditions and worldviews, across the key stages as a whole, making appropriate links with other parts of the curriculum and its cross-curricular dimensions.

Key Stage 3

Year 7 – All about you, Celebrations around the world, Jesus’ Life, Bible Stories

Year 8 – Judaism, Christianity and Islam

Year 9 – Hinduism, Sikhism and Buddhism

Key Stage 4 – RE The Wider World (ASDAN)

The Senior Leadership Team will:

  • Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects
  •  Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and professional development.
  • Provide sufficient funding to ensure that implementation is high quality.

The Humanities Curriculum Leader will work closely with the RE subject teachers to:

  • Understand and articulate the expectations of the Humanities Department to the Headteacher and Governing Body.
  • Support teaching and support staff.
  • Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as learners.
  • Ensure an appropriate progression of religious knowledge is in place over time so that pupils are supported to be the best learners they can be, and challenge teachers to support struggling pupils and extend more competent ones.
  • Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.

IMPLEMENTATION
What does this look like in the classroom?

Teaching and Learning

  • Secondary RE provision is overseen by qualified Teachers. KS3 pupils have one lesson a week.
  • Transition from KS3-KS4: Pupils experience a range of co-ordinated, progressive RE activities based on the National Curriculum in KS3, followed by the ASDAN Wider World scheme of work.   
  • KS4: The Key Stage 4 curriculum has been developed to support St Anthony’s pupils with their individual development and learning.
  • The RE Department has detailed planning which links with our curriculum progression document and assessment opportunities.
  • The Curriculum Progression document is a skills based overview showing how we plan for progression in RE and develop competence in a range of skills.  
  • Lessons are engaging and pupils are challenged by the curriculum they are provided with.
  • Pupils have the opportunity to respond in a variety of ways. These may include, art, debates, drama, written work, Makaton or discussion.

Aspects of religions such as festivals from other times and cultures are included at relevant points throughout each academic year.

The knowledge, skills and understanding identify the key aspects of learning in religious education.  These are described as Learning about religion and Learning from religion.

Learning about religion includes enquiry into, and investigation of, the nature of religion, its beliefs, teachings and ways of life, sources, practices and forms of expression. It includes the skills of interpretation, analysis and explanation.

Pupils learn to communicate their knowledge and understanding using specialist vocabulary. It also includes identifying and developing an understanding of ultimate questions and ethical issues. Learning about religion covers pupils’ knowledge and understanding of individual religions and how they relate to each other as well as the study of the nature and characteristics of religion.

Learning from religion is concerned with developing pupils’ reflection on and response to their own and others’ experiences in the light of their learning about religion. It develops pupils’ skills of application, interpretation and evaluation of what they learn about religion. Pupils learn to develop and communicate their own ideas, particularly in relation to questions of identity and belonging, meaning, purpose and truth, and values and commitments.

Classroom Organisation

  • Pupils work in a whole class, small groups or individually to support pupils in their development of their skills.
  • Differentiation and personalisation are planned for within activities and allowance is made for ability and experience.
  • We provide appropriate quality resources to enhance learning such as learning boxes and costumes for role play activities. Sufficient resources are provided to deliver the RE curriculum in an exciting and dynamic way, including books, artefacts, ICT and video materials.
  • Engaging displays and learning walls are evident.
  • Support staff are deployed effectively to enhance learning.

Extra-Curricular Opportunities:

  • Each term we run a Rising Stars enrichment programme for pupils who have shown an interest in RE.
  • RE in St Anthony’s includes the provision of educational visits and visitors from faith communities in school.

IMPACT
How is success in RE measured?

RE contributes to broader curriculum aims by educating the emotional, intellectual and physical development of children. The teaching of RE enables pupils to broaden their minds through learning about religion and from religion. It teaches them empathy, tolerance, to respect others and reflection. It enables pupils to develop their knowledge of the wider world and of the people who live in it. It increases self-discipline, confidence, sensitivity and a better understanding of the world they live in.

Our pupils are:

  • Engaged because they are challenged by the curriculum which they are provided with.
  • Resilient learners who are learning to overcome barriers and understand their own strengths and areas for development.
  • Safe and happy to be active participants in RE lessons (having been given opportunities to explore their own creative development in a supportive and nurturing environment).
  • Showing progression of knowledge and understanding, with appropriate vocabulary and technical skills which support and extend learning.
  • Becoming confident in discussing religion, their own work and identifying their own strengths and areas for development.

Assessment

  • Pupils are provided with RE Progress Trackers which show their subject targets and progression. These are linked to St. Anthony’s Assessment Steps and enable pupils to discover areas of strength, as well as areas they might like to improve upon.
  • Our Progress Trackers for Steps and Pre-Steps are in place in pupil’s subject folders.
  • Data is recorded termly onto Classroom Monitor (our online recording system used for data collection). This enables staff to identify pupils who need additional support and develop those meeting or exceeding expectations.
  • Pupils are encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on religious Education and instruction.
  • Assessment shows that pupils develop their skills and confidence over time because of careful planning, focused delivery and a safe learning environment in which to express themselves in.
  • Observation, listening, questioning, discussing and involvement in the activities are used to make assessments.
  • We monitor the impact of our RE provision through termly assessments, lesson observations, learning walks and work scrutiny.
  • In addition to academic achievement, social and emotional progress including self-confidence, interaction with and awareness of others and self-reflection may be discussed during Annual Reviews, in EOY reports, parent consultation evenings, open evenings and in postcards home to parents.

For more curriculum information about what pupils study in this subject please visit our curriculum and exams provision page .

Curriculum and Exams Provision Link