We believe that the teaching of Religious Education at Eskdale should develop an understanding and respect for beliefs, values and practices of other people and themselves.
The learning of Religious Education at Eskdale is rooted in our core values, specifically skills and knowledge for life and combines understanding and knowledge gain of different religions alongside ideas about British Values, such as tolerance and respect for people who hold varied beliefs and worldviews.
Our core intent is to enable all pupils to strive to:
✓ Develop knowledge and understanding of Christianity and the other religions within the world.
✓ Express an understanding of the influences of beliefs, values and traditions on individuals, communities, societies and cultures.
✓ Gain and deploy the skills needed to make reasoned and informed judgements about religious and moral issues.
✓ Develop positive attitudes of respect towards other people who hold views and beliefs different from their own.
✓ Enhance their personal development by reflecting on their own beliefs, values and experiences
Religious Education is taught discretely at Eskdale following The Agreed Syllabus for RE in Nottingham City and Nottinghamshire and The Discovery RE scheme. Religious Education is taught through different contexts and pupils and staff should follow a process model to ensure children become increasingly adept at ‘Thinking like a Person of Faith’ as they move through the key stage.
This incorporates the following stages of learning:
✓ Engagement- Introduction to main question and link to personal thoughts and feelings.
✓ Investigation- Developing an understanding of the religion being studied, looking in depth at parts of the religion to support answering of the main question.
✓ Evaluation- Use of knowledge gained to answer the main question in a variety of ways.
✓ Expression- Drawing all learning together and linking to own beliefs and understanding.
For all our pupils to achieve, both learning more and remembering more, our method of teaching (pedagogy) incorporates meta-cognitive strategies to enable all pupils to retain the learning of both skills and knowledge.
This is typically applied by:
✓ Activating prior learning
✓ Small step teaching delivery
✓ Independent practice