Through quality teaching of Religious Education we encourage the children to ask and find answers to big questions about the ultimate meaning and purpose of life, beliefs about God or ultimate reality, issues of right and wrong and what it means to be human.
Teaching should equip pupils with knowledge and understanding of a range of religions and non-religious worldviews. It should enable pupils to develop their own views, values and identity. It should develop an aptitude for dialogue in pupils and the capacity to participate positively as members of a diverse society and a globalising world. We want our children to develop respect and understanding of views different to their own and recognise how they can make an impact on society both locally and globally.
Our subject rationale for Religious Education at The Wilfred Owen School is to provide every child with the opportunities to gain;
• an outstanding level of religious understanding and knowledge.
• a thorough engagement with a range of ultimate questions about the meaning and significance of existence.
• the ability to ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and value of religion.
• a strong understanding of how the beliefs, values, practices and ways of life within any religion cohere together.
• exceptional independence; the ability to think for themselves and take the initiative in, for example, asking questions, carrying out investigations, evaluating ideas and working constructively with others.
• significant levels of originality, imagination or creativity, which are shown in their responses to their learning in RE.
• the ability to link the study of religion and belief to personal reflections on meaning and purpose.
• a wide knowledge and deep understanding across a wide range of religions and beliefs.
Our intent for Religious Education at The Wilfred Owen School is to enable children to:
- Understand beliefs and teachings
This concept involves understanding the key teachings of various religions.
- Understand practices and lifestyles
This concept involves understanding the day to day lives and practices of various religions.
- Understand how beliefs are conveyed
This concept involves understanding how books, scriptures, readings and other important means of communication are used to convey beliefs.
This concept involves an appreciation of how religion plays an important role in the lives of some people.
- Understand values
This concept involves an appreciation of how many people place values as an important aspect of their lives.
At The Wilfred Owen School we follow the Shropshire Agreed Syllabus for Religious Education. We have developed a programme of study that ensures Religious Education incorporates a broad range of skills including investigation, exploration, questioning, enquiry, interpretations, application, communication, sharing, understanding, evaluation, sensitivity, empathy, self-understanding and reflection. The coverage of RE in the school’s Scheme of Work is broad and balanced and ensures that the work set is appropriate to the needs and abilities of the children. We actively challenge stereotypical comments or images about faith traditions and try to ensure that all beliefs and views are given equal respect.
Our school is well resourced in Religious Education, we have a wide range of artefacts, which reflect a range of religious traditions and cultures which are used regularly to enhance the teaching and learning of Religious Education 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.
Each unit of work will be introduced with a pre-test. This will be a short, focussed test on the area of study, to inform teacher’s planning, to identify gaps in learning and discover misconceptions. At the end of each unit a post-test will be used to assess the learning throughout the block, measure progress and identify targets for children in subsequent units of work.
A tracking grid, linked to the milestones/ objectives for the term will be used to show whether a child is Working towards (WTS), Expected (EXS) or Greater Depth (GDS).