Slide 2
Effectiveness of Religious Education
Provision: In developing effective religious education, a school must evaluate the extent to which? (Actions taken):
Our Curriculum of Grace is designed with God at the centre
Impact: How do you know it is working?
Hard data demonstrates that outcomes are good. Soft data, including parental feedback and collective worship show that our children and through them, parents, have a good knowledge of how to have a relationship with God
| Actions taken Links to topic – curriculum opportunities are explore to ensure that historical links are made to RE provision. Visiting speakers – this includes the Korean prayer group, Buddhist monks and a member of Worsley Mesnes Mosque. Responsive events – Remembrance Service, Olympics celebration, going for gold. | Impact We follow the Blackburn diocesan curriculum that was recommended by the Liverpool diocese. The curriculum helps pupils to not only know but to understand Christianity and its place in our changing world. Our topic curriculum allows us to strengthen links by exploring historical figures such as St. Paul, Mother Theresa, Martin Luther and Rosa Parks. Such people are not always Christian themselves, but we explore these historical figures with our faith at the heart of discussions. This helps us to consider the impact that Christianity has on the lives of people worldwide. Worship time is used for children to meet with living people to inspire them. Pupils have received visits from a Korean prayer group, Muslim educators and visiting Buddhist monks. Alongside faith orientated visits, pupils also receive visits from those who aim to inspire them through school celebrations. They have received visits from Matt Leigh the Olympian and were able to send an Olympic torch around the school. They have received letters from Buckingham and Kensington palace to give thanks for the letters that are sent to celebrate their news. |
| Actions taken Events – we discuss the celebrations of Diwali, Hanukkah, Sukkot… Visiting speakers – this includes the Korean prayer group, Buddhist monks and a member of Worsley Mesnes Mosque. And a representative from the Jewish community School events – special assemblies for Christian events such as Harvest, Christmas, Lent and Easter. | Impact Through effective curriculum planning, RE provision reflects the C.E. Statement of Entitlement. We use curriculum planning and plan for faith events that enables pupils to acquire a rich and deep understanding of Christian practice and what it means to be Christian. The curriculum planning and resources are used well to strengthen knowledge of our own religion and the understanding of other major world religions. To support this, we have had visits from those of other faiths and hold special collective worship assemblies that explore these celebrations further such as Diwali and Hanukkah. |
| Actions taken Big Questions – introduction to the big questions to open discussion during worship. ECAT – developing confidence to promote discussion for EY and KS1. | Impact Through effective curriculum planning we can present children with some of the big questions. Through discussion, children develop confidence and understanding by explaining their own thoughts and listening to the explanations of others. For young children, this can also include the development of speech and language skills. Staff are trained effectively to support the ways in which using spaces, including prayer spaces, within the classroom can promote the development of confidence before discussion. During class assembly, teachers may discuss the big questions as outlined in the suggested big questions long term plan. This takes children through Reception to Year 6 and initially explores the ways in which we are special through to building a fairer world for the common good. |
| Actions taken LDST partner schools – we are combining resources and developing ideas with local schools within the LDST. CPD/JPD – RE lessons are modelled by the Vicar and School Chaplain to develop quality teaching. Assessment – We are developing our assessment system to better represent the school curriculum. | Impact Teachers are developing their shared practice with other schools. We are now working more closely with the wider cluster of schools to develop faith events such as our Ethos Day event that was developed with local schools that are included with the LDST. The Vicar conducts one RE lesson during the year which teachers observe to support their own teaching. We are also lucky to have the School Chaplain teach some classes in support of the teacher which allows them to observe the ways in which RE lessons Ethoscan be developed. |
| Actions taken Monitoring – observations and book looks conducted by the SLT and the RE lead. Moderation – Assessments discussed with the Vicar and school chaplain to share moderation. | Impact We believe that the teaching of RE in our school is excellent. Children’s understanding is challenged to a high standard and modelled CPD supports good progress. School Chaplain. SLT and the RE lead monitor the subject area with additional support from the Vicar and the Attainment is monitored using tracking sheets and through quality teacher judgement. This can be moderated by the School Chaplain. RE lessons are observed and books are regularly looked at to ensure that standards remain high. |
Evaluate current assessment methods.
Have representatives of KS1 in Ethos Committee
Link to another Christian school in another country.