RE is an important curriculum subject. It is important in its own right and also makes a unique contribution to the spiritual, moral, social and cultural development of children. In reflection of this, we aim to develop individual’s knowledge and understanding of the religions and beliefs which form part of our contemporary society. Through developing children’s knowledge and understanding we can promote mutual respect and tolerance in our diverse community.
Why do we teach RE at Coleridge Primary School?
RE subject matter gives particular opportunities to promote an ethos of respect for others, challenge stereotypes and build understanding of other cultures and beliefs. This contributes to promoting a positive and inclusive school ethos that champions democratic values and human rights.
In summary, religious education for children and young people:
provokes challenging questions about the meaning and purpose of life, beliefs, the self, issues of right and wrong, and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development encourages pupils to explore their own beliefs (whether they are religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses. This also builds resilience to anti-democratic or extremist narratives
enables pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society teaches pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice
prompts pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.
What do we cover at Coleridge Primary School?
All teaching staff at Coleridge Primary School ensure that all pupils are offered a high quality, coherent and progressive experience of RE.
Christianity, religions and beliefs represented in our class or school.
In our Early Years Foundation Stage, Pupils encounter religions and world views through special people, books, times, places and objects and by visiting places of worship. They listen to and talk about stories. They are introduced to subject specific words and use all their senses to explore beliefs, practices and forms of expression. They ask questions and reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation of and wonder at the world in which they live. Religious Education is, unlike the subjects of the National Curriculum, a legal requirement for all pupils on the school roll, including all those in the reception year.
Judaism and Christianity (Islam may also be studied)
The Focus of RE for KS1 enables our children to develop their knowledge and understanding of religions and world views. They find out about simple examples of religion that are drawn from local, national and global contexts. They learn to use basic subject specific vocabulary. They raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas.
Islam, Hinduism and Christianity
The Focus of RE for KS2 enables pupils to extend their knowledge and understanding of religions and world views, recognising their local, national and global contexts. They are introduced to an extended range of sources and subject specific vocabulary. They are encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. All pupils learn to express their own ideas in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views.
Celebrations in School
Throughout school we are conscious that it is appropriate to celebrate a wide range of religious festivals. We therefore ensure that we have a broad coverage of religious events such as Diwali, Harvest Festival and Eid. We ensure that these celebrations are carried out alongside the local community and parents/carers are actively encouraged to participate in these events to create real cohesion within our community.
We have several strong links with the local Pastor at Hope Church and Imam at Russell Street Mosque. Both deliver assemblies within school every half-term focusing on different aspects of their religion. We also go on annual visits to the church at Christmas and Easter and to the Mosque in Ramadan on the run-up to Eid. We also have links with a local synagogue and the Rabbi has started to deliver assemblies with our children looking at the Jewish faith.
At Coleridge we understand the importance of knowledge organisers and how they can support children’s understanding and learning.
They are also an excellent assessment tool which can help identify gaps in learning and inform planning, teaching and intervention. As we have developed our own curriculum, class teachers have also developed knowledge organisers to work alongside our curriculum. Children will be encouraged to refer to knowledge organisers throughout sessions to help support and enhance their learning.
Knowledge organisers can be a valuable tool for both children, staff and parents. Class teachers are the ones who write the knowledge organiser, to set out their expectations of what pupils should learn about a topic – and to clarify their own thinking around what is important.
School leaders, headteachers and subject leaders then may look at a series of knowledge organisers to check for progression and continuity both within and across curriculum subjects and to ensure standards and expectations for learning are being implemented, and if not, what CPD is required.
Pupils will review, revise and quiz themselves using their knowledge organisers. Knowledge organisers are a really clear and easy to understand way for parents to be more aware of what their children are learning and thus to support them.
Some of the benefits of knowledge organisers
- A knowledge organiser makes the teacher think hard about what will be taught.
- Knowledge organisers are an endless source of meaningful homework activities.
- Knowledge organisers are an excellent tool for inclusion.
- Knowledge organisers create opportunities for spaced retrieval practice.
- Ahead of a summative assessment at the end of a topic you can inform pupils that some of the questions will refer to previous learning; pupils can then refer to the knowledge organiser to access and practice those topics.
- Used appropriately, knowledge organisers can increase retention of facts
At Coleridge, we have several non-negiotiables that need to be included in a knowledge organiser, they are:
- Key vocabulary (linked to Progression of language)
- Key places and people
- Useful diagrams (as required for the topic)
- Key dates for a subject like history (e.g. when the two World Wars were)
- Key themes
- Important quotes
- Stem sentences for a subject like Science or Maths
We use knowledge organisers throughout school, however, in EYFS they look different to other phases of school due to the away the curriculum is structure. In EYFS, we use a holistic approach to knowledge organisers and have a topic knowledge organiser, whereas, in KS1 and KS2 our knowledge organisers are subject specific.
If you would like any information about our knowledge organisers then please contact us at firstname.lastname@example.org