RE

Pedagogy

Teachers at Tunstead are encouraged to use a range of pedagogies and teaching strategies, whilst following the Discover RE scheme of work, in order to fulfil the requirements of the Norfolk Agreed syllabus. An ‘enquiry based approach’ is applied to the teaching and learning of with each enquiry focuses on a concept or question taken from one of the areas of study and is rooted in both learning about and learning from religion and belief.

Learning about - Pupils enquire into:

• the beliefs, teachings and practices of Christianity and other principal religions
• other religious beliefs and worldviews
• the influence of beliefs, values and traditions on individuals, communities, society and the world
• the nature and demands of ultimate questions relating to religious and moral issues

Learning from religion and belief - In the light of their studies, pupils respond to, analyse and evaluate:

• the fundamental questions of life raised by human experiences, and how religions, beliefs and worldviews may provide answers to them
• the truth claims, beliefs and practices of different religions and worldviews, and the nature of religion itself
• their own beliefs, values and experiences

Teachers at Tunstead create a climate for effective learning in RE with enquiry at the heart The enquiry process is to be set within a climate for effective learning in RE where:

• the learning is set in a real and authentic context, with a clear purpose, meaning and relevance
• a safe environment is created where all pupils are valued, so that they can confidently agree to disagree and express themselves freely
• an appropriate level of challenge is provided for all pupils
• all pupils know they can achieve and there is an expectation of success
• pupils have a sense of ownership over what is being learned and how they are learning it
• there is a clear learning journey and identifiable outcomes
• there is space and time for reflection and spiritual development
• assessment for learning is at the heart of teacher planning.

Curriculum

Teachers follow the Discover RE ‘4-step enquiry’ plan which outlines the key principles in the Norfolk Agreed Syllabus’ -  Framework for Enquiry

A key question for the enquiry requires children to find an answer that weighs up ‘evidence’ and reaches a conclusion based on this. This necessitates children using their subject knowledge and applying it to the enquiry question, rather than this knowledge being an end in itself. Sequences of lessons focuses on critical thinking skills, require children to personally reflect on their own thoughts and feelings.

Step 1 - Engagement (1 lesson) The key question is explored here within the children’s own experience, whether that includes religion or not. If they can relate to the human experience they will be better able to understand the world of religion into which the enquiry takes them. Their personal resonance with this underpinning human experience acts as the bridge into the world of religion (which may be very much outside of their experience).

Step 2 - Investigation (3 lessons) The teacher guides the children through the enquiry, studying subject knowledge (the factual base about the religion), carefully selected to assist their thinking about the key question. Some of the enquiries have a lot of relevant content so teachers do need to be selective and not try to cover too much. Depth is more important.

Step 3 - Evaluation (1 lesson) This lesson draws together the children’s learning and their conclusions about the key question of that enquiry. This is an assessment task which the teacher can assess by using the Level descriptors at the end of each enquiry. The levels are exemplified and tracking and record sheets are included, as are pupil self-assessment sheets.

Step 4 – Expression (1 lesson) Children are taken back to Step 1, their own experience, to reflect on how this enquiry might have influenced their own starting point/beliefs, etc.

Experiences and Opportunities

Teachers also aim to ensure that children encounter religion and worldviews through:

• planning visits to places of worship, where possible, and where not, making use of video, Internet and e-mail
• meeting, in action and dialogue, people who are religious believers and considering a range of human and religious experiences and feelings
• encouraging children to express and communicate their own and others’ insights through art and design, music, dance, drama and ICT
• developing ICT use, particularly in enhancing pupils’ awareness of religions and beliefs globally

The successful approach at Tunstead Primary School results in lessons which:

• provoke challenging questions about the ultimate meaning and purpose of life, what is right and wrong, the nature of reality and the being of God
• develop pupils’ knowledge and understanding of Christianity, other principal religions, other religious beliefs and worldviews that offer answers to such questions
• develop pupils’ awareness and understanding of religious beliefs, teachings, practices, forms of expression and the influence of religion on individuals, families, communities and cultures
• encourage pupils to learn from the diversity of religions, religious beliefs and worldviews while affirming their own faith or search for meaning
• challenge pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses
• encourage pupils to develop their sense of identity and belonging and enable them to flourish individually within their own communities, and as citizens in a plural society and the global community
• help prepare pupils for adult life and employment by enabling them to develop respect and sensitivity to others - in particular those with different faiths and beliefs - and equipping them to combat prejudice and negative discrimination.

RE Progression Document