At Leamington Community Primary School, we study all aspects of religion and religious worship. We encourage our children to engage in the understanding and beliefs of a wide variety of faiths. Our school’s values: determination, respect, friendship, honesty and courage are implemented in our RE planning. Our school’s motto is ‘together we make a difference’, which we encourage across the school and into the wider community. Our curriculum is widely diverse and fosters acceptance and broadens our children’s understanding of different cultures. Our RE curriculum has a wide variety of activities, which include discussion based, expressive and immersive learning. We create a safe, open environment, where children can discuss sensitive topics. Our school belief is to ACKNOWLEDGE, UNDERSTAND, ACCEPT. Our school provides children with real-life religious artefacts, which link to lessons and brings their RE topic to life.
RE Curriculum intent
Our school’s RE curriculum promotes inquisitiveness, discussion and empathy. The curriculum equips our children with resilience and provides a broad knowledge of different beliefs. We offer our children engaging and exciting RE lessons, which covers the statutory requirements of the RE national curriculum. We are devoted to delivering RE and raising the profile of RE for our children in our diverse society.
Our school is excited to announce fresh opportunities to explore a wide variety of places of worship, which will bring their RE lessons to life.
- Christ Church offer an amazing opportunity to bring the wider community to our school and deliver an assembly once a month to our children.
- Our school collects tins for Harvest festival and are delivered to food banks.
RE Curriculum implementation
Our RE curriculum was recently upgraded to a more comprehensive syllabus, which provides our children with engaging, interactive and enjoyable lessons, which stimulate their curiosity. Each lesson provides assessment opportunities, through a range of tasks. Some of these tasks include: writing, performing, drawing, making or class discussions. This provides the teacher with an opportunity to assess our children in a discrete way.
We provide our staff with the freedom to deliver these lessons under the guidance of our RE curriculum. We believe our teachers are in the best position to adapt and make these judgements based on the knowledge of their pupils. Staff are provided with a curriculum overview of their six RE topics during the academic year. Lesson plans are clearly laid out and teachers are provided with differentiated learning outcomes and greater depth questioning. Our staff have recently been trained on the new RE curriculum and its implied that RE is taught for a minimum of one hour per week. Our RE subject lead has recently carried out an RE audit with staff and pupils, to track the impact of the new RE planning. Teachers record RE evidence and assessments on SeeSaw/books, which is easy to access for our school’s RE lead, which aids monitoring of the subject.
R.E. Subject Leader is Miss D. Carroll.
We will be using PlanBee RE Curriculum from January 1st 2020 – RE Overview
Take a look at our knowelge, understanding and skills for each year group:
Key Stage 1
Key Stage 2
How has COVID affected the Religious Education Curriculum at Leamington Primary?
What was it like before Lockdown?
Before lockdown, our school had recently launched a new Religious Education scheme of work. Each year group had six religions/topics to learn about each school year, with all strands being taught when our children leave in Year 6. We would track our children’s progress through assessment tasks built into the lessons. We recently bought brand new Religious Education artefacts, which allowed children to visualise what is used/worn/eaten in different religions, this also allowed children to link new vocabulary with visually seeing the artefacts. Teachers recorded children’s work on SeeSaw with objectives shown and any assessment tasks recorded. Our scheme of work provided opportunity for discussion, paired and group work, creativity, reading religious stories and looking at the history of religions. Our school had started to incorporate RE trips for our children to bring our RE lessons and topic to life. Just before lockdown in March 2020, Year 5 had just visited a Synagogue as part of their Jewish topic. The children thoroughly enjoyed this and as a subject leader, I had planned different trips for other year groups, which would link to their topics.
What was it like during Lockdown?
During the first lockdown (March – July 2020), certain strands of our Religious Education scheme was taught alongside Mental Health. For example ‘What are we thankful for?’ ‘Hope and Faith’ and ‘Our wishes’.
During the second lockdown (January 2021– March 2021), we continued to deliver our full Religious Education curriculum through an RE lesson once every 2 weeks being uploaded on class dojo. Our children were given laptops if they did not have access to class dojo and received regular welfare calls to ensure our children were still able to fully access their class dojo story. We used ‘Screen-O-Matic’ which allowed teachers to talk children through PowerPoints, stories, videos etc. The children were given tasks during home learning, but tasks were edited slightly to ensure all children could access the lesson without worrying if they have access to certain books, websites etc.
What was it like after Lockdown?
When we returned to school in September 2020, after the first lockdown, as our strands/topics go into more depth each year, teachers were viewing the previous year’s lessons about ‘Christianity’ for example, taking any lessons which would help with missing knowledge and adapting the current year group’s lessons. This was part of the recovery curriculum to ensure the gaps of knowledge the children had were covered quickly and efficiently, which wouldn’t impact too much on the current year group’s lessons.
When we returned to school in March 2021, after the second lockdown, we continued to teach the curriculum from where we had left the last online lesson. We are still using artefacts to bring our lessons to life but these are cleaned and quarantined before another year group uses them. Unfortunately, due to the current situation, children are not allowed to go on any RE trips in the wider community.
What does the future look like?
We will continue to deliver our full RE curriculum to our children and adapt lessons when needed to address gaps in knowledge during the rest of this academic year. I am aware not all children, during lockdown 1 and 2, completed or even viewed the RE lessons available for them so over the next few months, when I look at RE as a subject leader, by looking at SeeSaw, getting feedback from staff and children and observing lessons (classroom or via zoom) it will become more clear the impact the gaps in the children’s knowledge is having on current lessons.
We will continue to deliver fun, engaging and inspiring lessons for our children as RE has a fundamental importance in society today. From the GOV.uk website, it states ‘RE makes a significant contribution to pupils’ academic and personal development. It also plays a key role in promoting social cohesion and the virtues of respect and empathy, which are important in our diverse society’. RE is the understanding of other religions in all aspects, which is key to developing a sense of belonging in the world. RE will be taught for 1 hour per week, with certain strands of our curriculum being taught discreetly during our Wellbeing sessions.
As soon as it is safe to do so, as a subject leader, I would love for the children to have the opportunity to visit different places of worship and visit different places, which would bring their RE lessons to life. Teachers will continue to assess children through our scheme of work and record lessons on SeeSaw. I will also be focusing on RE displays around school and promoting using our artefacts to bring lessons to life. As a school we are focused on promoting reading as much as possible since returning to school as the gaps in knowledge the children will have. I will be also focusing on integrating the reading of religious stories and using these in RE lessons to not only develop the children’s RE knowledge but to also widen their vocabulary and enhance their reading skills further.
Miss Danielle Carroll
Religious Education Subject Leader