Intent

Our intent for Religious Education at The Wilfred Owen School is to enable children to:

Make sense of a range of religious and non-religious beliefs, so that pupils can:

• identify, describe, explain and analyse beliefs and concepts in the context of living religions, using appropriate vocabulary

• explain how and why these beliefs are understood in different ways, by individuals and within communities

• recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are used, expressed and interpreted in different ways, developing skills of interpretation

Understand the impact and significance of religious and non-religious beliefs, so that pupils can:

• examine and explain how and why people express their beliefs in diverse ways

• recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday lives, within their communities and in the wider world

• appreciate and appraise the significance of different ways of life and ways of expressing meaning

Make connections between religious and non-religious beliefs, concepts, practices and ideas studied, so that pupils can:

• evaluate, reflect on and enquire into key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses

• challenge the ideas studied, and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitments clearly in response

• discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding

Implementation

At The Wilfred Owen School we follow the Shropshire Agreed Syllabus for Religious Education to support our teaching and learning. We have developed a personalised programme of study that is designed to deepen pupils’ knowledge about religions by studying one religion at a time using systematic units, as well as thematic units, which build on learning by comparing the religions, beliefs and practices studied. Our spiral curriculum  is broad and balanced and ensures that religions and key concepts are revisited to build pupil knowledge using prior learning. We actively challenge stereotypical comments or images about faith traditions and try to ensure that all beliefs and views are given equal respect.

Our teaching and learning approach has three core elements, which are woven together to provide breadth and balance within teaching and learning about religions and beliefs, underpinning the aims of RE. Teaching and learning in the classroom will encompass all three elements, allowing for overlap between elements as suits the religion, concept and question being explored.

We are fortunate to be well resourced in  a wide range of religious artefacts, which reflect a range of religious traditions and cultures which are used regularly to enhance the teaching and learning throughout the school. Guidance is given to staff and pupils on the use and treatment of artefacts to identify their special religious nature and ensure they are handled with respect and dignity. We invite representatives from faith communities into school and we make various visits, thus exploring religion as a living phenomena.

At our school children with SEN have full access to the experiences provided by the RE curriculum. We recognise that although a child may have challenges in other areas of the curriculum, it should not be assumed that they lack the capacity to respond to the spiritual or religious dimensions of life.

The school has an ecumenical outlook in that different clergy have been invited to take part in school assemblies and Acts of Worship and to take part in the wider aspects of school life, as well as talking to individual classes about aspects of their  work. We have links with The Abbey Church in Shrewsbury, the Sikh Gurdwara in Hadley, Telford and Singers Hill Synagogue in Birmingham.

Impact

Our pupils will have a good understanding of world religions and a strong sense of belonging in school and the wider community.

• They will make good and informed choices and have a sense of right and wrong
• They will be respectful, tolerant and polite
• They will be aware of the ever-changing climate and culture
• They will apply their religious understanding to their personal lives