Here at Ludwell, we ensure that the RE we teach not only has meaning and relevance to the children’s lives, but is also a thought provoking, lively and stimulating experience.
As a community school, children are taught about a wide variety of faiths and are encouraged to make their own decisions about how they would like to live their lives and what personal belief system they would like to follow. Children enjoy exploring faiths and cultures such as Christianity, Judaism, Hinduism and Islam. Children consider the influence of the teachings of different faiths on their followers as well as responding to the big questions of life from their individual viewpoints, thereby developing their understanding, tolerance and respect for the beliefs of others.
The Purpose Of Religious Education (R.E)
Religious education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. Our world is enriched by a wide and profound diversity of cultures and beliefs. As human beings we are strengthened and empowered by learning from each other. Engaging and stimulating religious education helps to nurture informed and resilient responses to misunderstanding, stereotyping and division. It offers a place of integrity and security within which difficult or ‘risky’ questions can be tackled within a safe but challenging context.
In R.E, pupils discover, explore and consider different answers to these questions, in local, national and global contexts, through learning about and from religions and other world views. They learn to appraise the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.
The teaching children receive at Ludwell aims to equip pupils with knowledge and understanding of a range of religions and other world views, enabling them to develop their ideas, values and identities. It should develop in pupils an aptitude for dialogue so that they can participate positively in society with its diverse understanding of life from religious and other world views.
We hope that through a variety of opportunities to explore and discuss their ideas and feelings, pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. We also actively encourage children to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
Assessment in religious education
The Agreed Syllabus for RE (2016) is a significantly slimmed-down version of the previous syllabus; this is deliberately so, to enable teachers and learners to focus on fewer things in greater depth.
The system of assessment for RE should be the same for all the other curriculum subjects. You can view the end of key stage statements which list what a child should be able to do at different points in their education in relation to RE.
St Ludwell, we assess RE using the following descriptors:
The 3 ‘w’s of ‘working towards’, ‘working at’ or working beyond’, to achieve ‘mastery’.
The end of Key Stage statements describe the knowledge, skills and understanding expected of a pupil who has a secure understanding of what has been taught. The KS2 statements develop and build on the standards expected by the end of KS1 which in turn have evolved from EYFS (Reception Year) expectations. These statements support the assessment of progression and attainment. They help to raise standards by providing teachers of the next key stage with information about what most pupils know, understand and can do so that they can then build the next stage of the pupils’ learning journey. The idea is that at each phase, pupils will deepen their knowledge and understanding of the essential core ideas and practices of the religions and beliefs being studied and that this is shown in the development of their abilities to interpret, apply and evaluate those ideas and practices.
This agreed syllabus does not suggest that the end of Key Stage expectations are all that is taught, only that they form the core of what is assessed.
The key content (knowledge) for each faith is detailed in the statutory section. It will be up to your child's teacher to say how well the pupil has shown their knowledge and understanding and what form of words express this, e.g. ‘needs more practice at…’, ‘is working towards an understanding of…’, ‘has shown clear and repeated understanding of…’, ‘has secured and is ready to master their understanding of…’, etc.
The importance of religious literacy - the knowledge of, and ability to understand, religion - is increasing as globalisation creates greater links and migration between societies of different faiths and cultures. At Ludwell, we use assessment in RE to enable teachers to be confident that their pupils are developing religious literacy through the provision of sequential learning, driven by age-appropriate expectations. Learning is based on an enquiry approach, whilst also taking account of the theology of the faith community studied (or equivalent for non-religious worldviews). Engaging with the big concepts of religion will take pupils deeper into their learning than just exploring random key questions.