RE

Welcome to our Religious Education (RE) curriculum page where you will find a range of information about RE at Endeavour Academy. 

Our subject leader for Religious Education is Ms Crofts.

INTENT:

As Religious scholars at Endeavour Academy, we want our learners to have gained a systematic knowledge and understanding of a range of religions and worldviews. Pupils will be able to describe, explain and analyse different beliefs and practices and identify and appreciate some of the sources of wisdom found in them. They will be able to express their own personal beliefs, ideas, values and experiences and discuss the meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. They will understand the diversity which exists within and between communities and amongst individuals and have developed tolerance and respect for others’ beliefs and views.

 

CHARACTERISTICS OF AN ENDEAVOUR RELIGIOUS SCHOLAR:

• An excellent 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.

 

IMPLEMENTATION:

RE is taught through a discrete timetabled session each week.  At Endeavour Academy we implement ‘Religious Literacy for All’ which is the Tameside Agreed Syllabus for RE.  Teaching and learning in RE is guided by the ‘RE Today’ scheme of work which was selected for the opportunities it provides our pupils over time to extend their knowledge and understanding of religions and beliefs; extend their ability to use religious vocabulary and interpret religious symbolism in a variety of forms; deepen their reflection on questions of meaning, offering their own thoughtful and informed insights into religious and non-religious views of life’s meaning and purpose and opportunities to explore fundamental questions of beliefs and values in relation to a range of contemporary issues.

 

Our RE curriculum is designed and sequenced in order to ensure learning is developed and not repeated over time.  Our whole school overview of learning can be viewed on the link below. Experiential learning such as visits to places of worship or talks from representatives of different faith communities is also used where possible to further enhance learning and to create a shared starting point on which to build further knowledge.

 

RE - Overview

 

Teaching and learning in RE is organised around school identified key concepts that we refer to as ‘big ideas’.  These big ideas enable us to focus our attention on the most meaningful content which for RE we have identified as

Knowledge, skills and understanding in RE is developed around these same ideas and built progressively year on year.  Our school progression document illustrates how this is mapped out across school and is used by staff to reinforce, build upon and make links between prior learning in turn supporting pupils to know more and remember more on their journey through school.

 

RE - Progression

 

At Endeavour Academy we are committed to using opportunities within RE to educate our pupils to be the best versions of themselves in order to become valuable and fully rounded members of society. Our RE curriculum is designed to encompass meaningful SMSC (spiritual, moral, social and cultural) development and promote British Values through a variety of engaging learning experiences. You can read more about our integrated approach to personal development through RE below:

RE - SMSC

 

IMPACT

The RE subject leader, supported by the Headteacher and Senior Leaders, takes responsibility for ensuring children are progressing as expected in RE.  They regularly monitor planning and children’s work to evaluate curriculum delivery and standards. Teachers complete RE assessments termly and this data is used by the RE leader to inform curriculum developments. 

 

ASPIRATIONS

As part of our commitment to raising aspirations for all pupils we want to develop an understanding in our pupils of how Religious Education can be useful to them in their everyday lives or in their future careers.  Here are some jobs pupils can aspire to as Religious scholars:

• Advice worker
• Charity fundraiser
• Counsellor
• Community development worker
•  Negotiator

More ideas can be found at First Careers

 

SUPPORTING YOUR CHILD WITH RELIGIOUS EDUCATION

1. Beliefs

• Share your own beliefs with your child and discuss with them the similarities and differences between your/your family’s beliefs and those of your wider family, friends and community. Support your child in understanding and valuing diversity. Help your child to understand where beliefs come from and how your/your family’s beliefs link to your child’s beliefs. Help your child develop their understanding of different beliefs and how these fit with their own developing beliefs.
• Encourage your child to talk about their own beliefs and those of others. Talk about characters in a book or film. What beliefs might these characters have in different situations? How do they behave and react to different things in the story? Talk about what other choices these characters could have made. Ask your child what they think about the choices made. Ask your child what they would have done in the same situation and why they would have done this.
• Talk with your child about things which are happening in the world and how these link to people’s beliefs. Encourage your child to understand and recognise that beliefs can have positive or negative consequences and help them to use their own beliefs to support positive action.  Encourage your child to be confident in expressing their own beliefs but also sensitive to the beliefs of others.

2. Values

• Children learn through the behaviour they see: think about the behaviours you model and how this demonstrates your own values. Encourage your child to ask questions about behaviours and how values link to these behaviours. Encourage your child to be confident in living according to their own values, but also be sensitive to the values of others.
• On visits to local play parks, encourage your child to share and take turns with other children using the equipment. Praise them for their efforts and attitudes when showing respect towards others. Link these actions to your and your child’s values.
• Encourage your child to put litter in a bin/bring it home. Go along with your child on a community litter pick. Help them to take pride in their local community. Link these actions to your and your child’s values and help them to recognise how values, behaviours and consequences are linked.
• Look at family pictures, talk about who is in them and what relationship they are to you and your child. Share some of your stories about these people and what they, as people, mean/meant to you. Discuss with your child how the people in the pictures lived their lives, the values they had and how they put them into action. Encourage your child to ask questions about the values family members past and present hold and how these affect their lives.

3. Practices and traditions

• Talk with your child about family celebrations – what does your family do and why do they do it? Talk about how your practices might be similar to/different from those of others.
• Help your child to become more aware of the practices, traditions, festivals, celebrations and customs followed by others. When watching TV or using online materials, support your child to develop their understanding.
• On walks in your local area, talk about the buildings, places and objects you might pass regularly. Talk with your child about what these buildings/places/objects signify and what practices are linked to them. For example you may pass religious buildings and discuss what you think (or know) happens in them. There may be war memorials close by for example, and you could discuss remembrance practices. Perhaps you could include visits with your child to religious and cultural sites and discuss what happens there. Many sites, places and buildings are open to the public.
• When in less familiar places, for example on holiday, talk with your child about the buildings, objects and places there and perhaps visit them if this is possible. In what ways are these the same as those at home or different? What similar and different practices might take place there? Support your child in acting appropriately in these places.
• Encourage your child to share in family practices and traditions and to develop their understanding of these while also being sensitive to the practices and traditions of others. 

 

READING IN RE

Nurturing a passion for RE through reading is also a key priority at Endeavour.  The link below includes a mix of fiction and non-fiction books exploring the teachings and customs of our World Religions and how religious beliefs influence our lives.

RE - Reading