RE

What is RE? Religious Education (RE) is an understanding of the world’s religions. Across the world people have different beliefs, texts, places of worship and symbols – our RE learning helps to give us the knowledge to understand these.

At TMS we learn about Christianity, Judaism, Islam and Hinduism.

Our intent at TMS in RE is that children:

• develop their critical thinking skills through the use of an enquiry based model

• enhance their understanding of, and empathy with people and their beliefs, religious or otherwise
• are free to make their own choices and decisions concerning religion and belief. RE does not try to persuade but rather it inform and develop the skills in which evaluation can take place
• have a planned coverage of different religions across each key stage:

– KS1 – Christianity, Judaism, Islam and religious and non-religious world views

– KS2  Christianity, Judaism, Islam, Hinduism and religious and non-religious world views.

RE is implemented by:

• following the NATRE RE today, which complements the Cornwall agreed syllabus
• ensuring that there is 6 hours unit of learning in each half term: these are usually blocked to ensure in depth learning
• every unit (enquiry) is based around a key question. The key question for the enquiry is such that it demands an answer that weighs up ‘evidence’ (subject knowledge) and reaches a conclusion based on this.
• Learning activities to support the learning are selected and designed, providing engaging activities with an appropriate level of challenge to all learners, in line with the school’s commitment to inclusion.
• Displaying a range of recording strategies to record the learning in RE books or online profiles.

The impact of learning in RE is assessed by:

• children being able to discuss why people choose or not to choose a certain religion.
• children showing respect and tolerance towards others personal beliefs and views
• children showing the understanding and skills needed to handle questions raised by religion and belief
• children being able to talk about their learning. This may be prompted by icons. 
• verbal questioning throughout all learning opportunities
• children having opportunities to ‘show what you know’ in RE books. This may include icons, diagrams, or any other written form
• reference to recording of learning in books and children’s ability to discuss this making a clear distinction between task and learning outcome
• misconceptions identified  and recorded on the subsequent session’s command module
• retrieval opportunities throughout the unit of learning
• weekly retrieval opportunities outside of the RE lesson

• ask questions of believers of different religions about their belief, ways of life and practices
• observe beliefs, ways of life and practices  of different religions
• learn about religions through passages of their holy texts
• analyse data and statistics linked to religion
• discuss and debate degrees of certainty about religious claims
• use personal thoughts to help make sense of religion and world views
• work collaboratively to discuss and ask questions about religions