RE

Parents and carers have the right to withdraw their child from some or all of RE, if they wish. 

At Long Toft Primary school, our RE curriculum looks like this: 

At Long Toft Primary School, our Religious Education curriculum is designed and reviewed in accordance with the Doncaster Agreed Syllabus for Religious Education 2019 – 2024. Within RE, it is our aim that children will become resilient, accepting, mindful and inquisitive learners. The curriculum at Long Toft Primary School allows children to discover and gain an insight into religions within the world that they live so that they can make informed choices about how to live their lives, whilst also understanding more about the beliefs of other people they meet. The starting point in any unit of the RE curriculum is a key question that the pupils explore through a range of activities and experiences. Breadth and balance across the curriculum is addressed by exploring each of the three strands (believing, expressing, and living) across the key stages.

The aims of our RE curriculum are: 

To know about and understand a range of religion and worldviews.

To recognise the diversity which exists within school and the wider community.

To provide a positive context in which the diversity of cultures, beliefs and values in society can be celebrated and explored.

To support children to become resilient, accepting, mindful and inquisitive learners.

To encourage children to ask and reflect on challenging questions about the world in which they live.

To explore their own beliefs and opinions in a safe and supportive environment.

Implementation

What will this look like in the classroom?

In the Early Years, children are taught through planned teaching sessions and child initiated play-based experiences. RE units are taught explicitly in Reception but not in Nursery. Reception children are taught about Christianity and a range of other beliefs and cultures. In Key Stage 1 and 2, where possible, the children will visit a place of worship and handle objects and look at special texts from the religion being taught. At the start of each unit the children will explore challenging questions about human life, beliefs, communities and ideas. Long term plans ensure that there is progression throughout the school and that the children build upon knowledge gained in previous years. In Key Stage 1, the children will study Christianity, Islam and Judaism. In Key Stage 2, the children will continue to develop their knowledge and understanding of the religions taught in Key Stage 1 and in addition they will develop knowledge of Hinduism and Humanism. Previous learning and vocabulary is explicitly shared at the beginning of each key question and taught systematically in a carefully sequenced series of lessons.

Impact

How will this be measured?

Children will feel valued as individuals.

Children’s beliefs are valued and celebrated.

Children demonstrate a positive attitude towards people of any religion and show an understanding of cultural beliefs different to their own.

Children feel safe to learn new things and share their beliefs with others in an accepting environment.

A progression of the vocabulary used to articulate their learning and experiences as a pupil of RE.

Clear progression of skills in line with those identified on the long term plans.

The impact of our curriculum is measured by reflecting on the standards achieved against the end of key stage outcomes.

RE

Parents and carers have the right to withdraw their child from some or all of RE, if they wish. 

At Long Toft Primary school, our RE curriculum looks like this: 

At Long Toft Primary School, our Religious Education curriculum is designed and reviewed in accordance with the Doncaster Agreed Syllabus for Religious Education 2019 – 2024. Within RE, it is our aim that children will become resilient, accepting, mindful and inquisitive learners. The curriculum at Long Toft Primary School allows children to discover and gain an insight into religions within the world that they live so that they can make informed choices about how to live their lives, whilst also understanding more about the beliefs of other people they meet. The starting point in any unit of the RE curriculum is a key question that the pupils explore through a range of activities and experiences. Breadth and balance across the curriculum is addressed by exploring each of the three strands (believing, expressing, and living) across the key stages.

The aims of our RE curriculum are: 

To know about and understand a range of religion and worldviews.

To recognise the diversity which exists within school and the wider community.

To provide a positive context in which the diversity of cultures, beliefs and values in society can be celebrated and explored.

To support children to become resilient, accepting, mindful and inquisitive learners.

To encourage children to ask and reflect on challenging questions about the world in which they live.

To explore their own beliefs and opinions in a safe and supportive environment.

Implementation

What will this look like in the classroom?

In the Early Years, children are taught through planned teaching sessions and child initiated play-based experiences. RE units are taught explicitly in Reception but not in Nursery. Reception children are taught about Christianity and a range of other beliefs and cultures. In Key Stage 1 and 2, where possible, the children will visit a place of worship and handle objects and look at special texts from the religion being taught. At the start of each unit the children will explore challenging questions about human life, beliefs, communities and ideas. Long term plans ensure that there is progression throughout the school and that the children build upon knowledge gained in previous years. In Key Stage 1, the children will study Christianity, Islam and Judaism. In Key Stage 2, the children will continue to develop their knowledge and understanding of the religions taught in Key Stage 1 and in addition they will develop knowledge of Hinduism and Humanism. Previous learning and vocabulary is explicitly shared at the beginning of each key question and taught systematically in a carefully sequenced series of lessons.

Impact

How will this be measured?

Children will feel valued as individuals.

Children’s beliefs are valued and celebrated.

Children demonstrate a positive attitude towards people of any religion and show an understanding of cultural beliefs different to their own.

Children feel safe to learn new things and share their beliefs with others in an accepting environment.

A progression of the vocabulary used to articulate their learning and experiences as a pupil of RE.

Clear progression of skills in line with those identified on the long term plans.

The impact of our curriculum is measured by reflecting on the standards achieved against the end of key stage outcomes.

RE

Parents and carers have the right to withdraw their child from some or all of RE, if they wish. 

At Long Toft Primary school, our RE curriculum looks like this: 

At Long Toft Primary School, our Religious Education curriculum is designed and reviewed in accordance with the Doncaster Agreed Syllabus for Religious Education 2019 – 2024. Within RE, it is our aim that children will become resilient, accepting, mindful and inquisitive learners. The curriculum at Long Toft Primary School allows children to discover and gain an insight into religions within the world that they live so that they can make informed choices about how to live their lives, whilst also understanding more about the beliefs of other people they meet. The starting point in any unit of the RE curriculum is a key question that the pupils explore through a range of activities and experiences. Breadth and balance across the curriculum is addressed by exploring each of the three strands (believing, expressing, and living) across the key stages.

The aims of our RE curriculum are: 

To know about and understand a range of religion and worldviews.

To recognise the diversity which exists within school and the wider community.

To provide a positive context in which the diversity of cultures, beliefs and values in society can be celebrated and explored.

To support children to become resilient, accepting, mindful and inquisitive learners.

To encourage children to ask and reflect on challenging questions about the world in which they live.

To explore their own beliefs and opinions in a safe and supportive environment.

Implementation

What will this look like in the classroom?

In the Early Years, children are taught through planned teaching sessions and child initiated play-based experiences. RE units are taught explicitly in Reception but not in Nursery. Reception children are taught about Christianity and a range of other beliefs and cultures. In Key Stage 1 and 2, where possible, the children will visit a place of worship and handle objects and look at special texts from the religion being taught. At the start of each unit the children will explore challenging questions about human life, beliefs, communities and ideas. Long term plans ensure that there is progression throughout the school and that the children build upon knowledge gained in previous years. In Key Stage 1, the children will study Christianity, Islam and Judaism. In Key Stage 2, the children will continue to develop their knowledge and understanding of the religions taught in Key Stage 1 and in addition they will develop knowledge of Hinduism and Humanism. Previous learning and vocabulary is explicitly shared at the beginning of each key question and taught systematically in a carefully sequenced series of lessons.

Impact

How will this be measured?

Children will feel valued as individuals.

Children’s beliefs are valued and celebrated.

Children demonstrate a positive attitude towards people of any religion and show an understanding of cultural beliefs different to their own.

Children feel safe to learn new things and share their beliefs with others in an accepting environment.

A progression of the vocabulary used to articulate their learning and experiences as a pupil of RE.

Clear progression of skills in line with those identified on the long term plans.

The impact of our curriculum is measured by reflecting on the standards achieved against the end of key stage outcomes.