RE
School Closure- Remote Learning Opportunities
Below are links to the BBC Bitesize RE pages for KS1 and KS2 which contain different learning opportunities to use during the school closures. Explore and enjoy!
KS1 Resources:
https://www.bbc.co.uk/bitesize/subjects/zxnygk7
KS2 Resources:
https://www.bbc.co.uk/bitesize/subjects/z7hs34j
Virtual Tours of Religious Spaces
https://churchpop.com/2014/08/10/12-amazing-virtual-tours-of-the-worlds-most-spectacular-churches/
https://www.youtube.com/watch?v=hLce9i2Ci5w - tour of a mosque
http://e4education.uk-virtualtours.co.uk/temple/ - 3D virtual tour of a gurdwara
http://www.samrohn.com/360-panorama/central-synagogue-new-york-city/ - 3D virtual tour of a synagogue
https://www.google.com/maps/about/behind-the-scenes/streetview/treks/angkor/ - virtual tour of Angkhor Wat, largest Hindu temple complex in the world
https://buddhisttemple.ca/our-temple/virtual-tour/ - virtual tour of Buddhist temple
‘RE is like an iceberg. As you unpack ideas, you come to understand deeper meaning.’
Programmes of Study
We follow the Cambridgeshire syllabus for Religious Education. Click on the link below to look in closer detail at the syllabus.
https://www.cambridgeshire.gov.uk/asset-library/imported-assets/Agreed%20Syllabus%202018%20-2023.pdf
Progression
The following documents show the progressive development of religious thinking and exploration through the main religious beliefs and an alternative humanist approach to faith.
Progresion documents
Aims and Objectives
Following the Cambrigeshire scheme of work we aim to enable pupils to develop positive attitudes to their learning and to the beliefs and values of others through the development of four attitudes which are essential for good learning in religious education:
• self-awareness
• respect for all
• open-mindedness
• appreciation and wonder.
Teaching and Learning
The school uses a variety of different teaching and learning styles in religious education lessons and within ICE Zone sessions. Our principal aim is to develop the children’s knowledge, skills and understanding in history and we use a variety of teaching and learning styles in order to achieve this. The use of the ICE Zone learning within KS1 and LKS2 gives children a rich learning environment, in which they are immersed within the topic that they are studying. This in turn creates a love of learning within the children. Combining this with whole class teaching in years 5 and 6, we believe that our school provides children with a broad range of learning opportunities throughout their primary education.
We believe children learn best when:
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They are provided with opportunities to work independently or collaboratively
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They are encouraged to ask as well as answer questions.
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They visit places of interest, when applicable
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They have access to secondary sources such as books and photographs
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Visitors talk about personal experiences of religious beliefs, when applicable
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They listen to and interact with religious stories
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They are shown, or use independently, resources from the internet and videos
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They are able to use non-fiction books for research
We recognise the fact that we have a wide range of children within our classes, and so we provide suitable learning opportunities for all children by offering a variety of different ICE Zone activities for pupils with KS1 and LKS2, as well as providing differentiated work within years 5 and 6.
The role of the teacher should include:
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Providing children with both taught religious education lessons and the opportunity to explore through role-play and more independent activities is, we believe, integral to the teaching of RE.
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Encouraging pupils to engage in class discussions, including giving them the opportunity to ask and answer questions.
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Initiating ICE Zone RE activities which give pupils the opportunity to independently reflect on what was previously discussed as a class. The children enjoy the opportunity to carry out independent learning exploring the past and asking questions linking to specific topics.
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Ensuring that expectations of work within RE sessions are suitably high and this is explicitly taught to all pupils.
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Specifying success criteria that underpin the required learning to help children when completing activities to a good standard.
Teaching within EYFS
RE, although not taught explicitly within the Early Years classrooms, is evident in many of the different EYFS topics. Through a combination of exploratory play and class discussion, children start to develop their understanding of other individual beleifs. Teachers and teaching assistants will provide opportunity for class discussions and will encourage conversations that require children to develop their understanding and empathetic skills.
Planning
Using the Cambridge Syllabus, every term, Year 1/2 and 3/4 teachers from the DLPT meet and collaboratively plan this thought-provoking curriculum. The teachers also take ownership of each unit and introduce the topics to the children at the beginning of every term. Throughout the term, the teachers have a continuously updated overview of how and what the children are learning.
Likewise, Year 5/6 teachers from The Round House, work together to plan all foundation subjects in a similar manner, with the aim being that all lessons will relate to a specific topic which the children will be exploring that term.
Within the Early Years Foundation Stage, the EYFS Framework is used as a basis for all planning.
Children also have the opportunity to write at length at the end of each topic. Although the ‘essay’ is used to assess their knowledge and understanding of the relevant foundation subject, it provides them with additional opportunity to write for a purpose.
Collective Worship and Reflection
All children at Round House are given regular opportunities to participate in acts of collective reflection. Some of these assemblies are of a religious nature. Regularly, guest speakers, including ACTIOS members and the local pastor, lead assemblies based on stories from Christianity.
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