RE Action Plan

Priority

Timescale /Who ?

How

Assessment?

SUMMARY STATEMENT RE 2020-2021

 

JH

 

All staff have had staff training delivered by JH on The Understanding Christianity Project.

JH attended Understanding Christianity project training .Scrapbooks in RE were started to collect evidence for AFL.

RE magazine subscribed to for staff development

Deep dive planned in Summer 2001 but due to COVID ,not achieved this. Focus was to catch up with  core subjects.

 

Across the trust RE school leaders hub set up by collating and sharing emails of school RE leads. Meetings have ensued. Attended where possible.

 

Big Questions in RE research disseminated to staff via email –summer 2021.

 

British Values checklist cross-referenced with subject matter taught in RE distributed to all staff Summer Term 2021.

 

Common prayers distributed to staff summer 2021.

RE assembly resources distributed to staff April 2021.

All staff have a cross and candle in their classrooms in order to take daily worship and prayers –distributed when class bubbles necessitated this ie no whole school worship.

 

 

 

  

1.To ensure that all curriculum planning leads to a DEEPENING of children’s KNOWLEDGE, SKILLS and VOCABULARY in the subject.   To ensure that all year groups engage in a rich RE curriculum through an ENQUIRY BASED APPROACH implementing the three strands of RE:-

 

·         Understanding Christianity program

 

·         Other World Religions JUDAISM,

            HINDUISM        

            ISLAM using      Rotherham Syllabus.

 

·         ASKING BIG QUESTIONS about life

 

Refine and sharpen KSV documents so that concepts and small steps are clearly identified so that pupils know and remember more over time...

 

 

 

To make sure that staff are the FACILITATORS of views and that children make their own informed decisions about religion through philosophical thought and reasoning.

 

 

 

TERMLY

 

 

 

To be achieved through a spiral curriculum and by revisiting the ‘learning areas’ by making sure staff

·         -Make sense of the text, Make Connections and Understand the Impact in Understanding Christianity.

·         Follow the correct part of their CONCEPT ie GOD in Y1 is built on in GOD in Y2 by following the plan carefully.

 

·         In WORLD RELIGIONS that they learn about religion and from religion and that staff have a good understanding of the world religion and practices.

·         Long term plan overview covers National Currriculum and DSAT requirements.

 

 

·          Look at planning across school to see if planned learning shows progression and is broken down into small steps.

·         Look at work produced and displays across school.

 

·         Speak to children.

 

 

 

 

 

 

 

 

 

 

 

§  Curriculum planning contains small steps rather than broad statements.

 

§  Progression is enabled as a result of small step teaching.

 

§  Staff have more confidence to deliver the planning because the additional detail equips them with the knowledge they need to deliver it.

 

 

 

2. Each class to contribute to subject standard files (FS2, KS1 LKS2 and UKS2) demonstrating evidence towards KSV documentation to ensure consistency, progression and high standards.

 

JH

Half termly

Add an annotated sample of work to the RE standards file.

 

§  Over time, this bank of evidence will show small steps in progression through school.

 

§  Annual staff meeting to look together at standards and address any issues of gaps shown and discuss the way forward.

 

3.To improve resources to support the teaching of RE

 

JH

Autumn Term

 

§  Audit/ Inventory of RE resources in school to assess any requirements to enhance delivery of lessons.

 

§  Provide staff with any relevant websites and any updates from RE today. Share Re magazine. Update staff on SIAMS requirements  

 

§  (Artefacts, website list, RE subscription magazine, assembly books, bible sets, big books and posters) are available and that staff know where they are for effective teaching to take place.

§  Check staff have what they need.

§  Continue to share research found and useful websites/ teaching tools.

§  Update staff on SIAMS requirements 

 

 

 

§  Staff will feel well equipped and confident to deliver RE

4.Assessment of RE

JH

Autumn Term

§  Begin to use Assessment grid for assessing RE

§   

§  Look at children’s work in books and on displays.

§   

§  Speak to children about their learning.

§   

§  Lead will have a clearer understanding of the children’s knowledge, skills and understanding in Geography.

 

§  Teachers plan progression from assessments.

 

5.Monitor RE curriculum folder.

 

JH

Termly

§  Check standards files from F2, KS1, LKS2 and UKS2 for evidence of progression and against planned learning.

§   

§  Progression will show in the evidence growing throughout the year.

§   

6. Deep Dive

 

JH

Summer Term

§  Carry out a deep dive in RE

§   

§  RE lessons and work show progression and children can talk about their learning using religious language.

§   

7.Check that high-quality Religious Language is being used

JH

Termly

 

§  Lesson drop-ins when there are religious/big question discussions.

§   

§  Speak to children.

§   

§  Work scrutiny to see what language children are using in writing.

§   

§  Children will be able to speak philosophically about religion

§  RE word walls with subject specific vocab

 

 

8.Populate RE page on website.

 

JH

Autumn Term

§  Ask teaching staff to email photos of children doing RE, out and about and in class plus photographs of work and displays.

§   

§  Subject web page will reflect teaching and learning in RE

 

9Place progression map, action plans and policy in all curriculum folder for RE

 

JH

Autumn Term

§  Copies in the curriculum folder for RE.

 

 

 

 

10

To ensure the provision of CRITICAL THINKING, PHILOSOPHICAL DEBATE and CROSS RELIGIOUS LINKS are of a high order and engage in current topical issues where appropriate.

 

To ensure RELIGIOUS TEXTS are constantly referred to when citing arguments and substantiating views.

 

JH

 

TERMLY

 

 

 

Use of Big Questions related to issues.

Power of Oracy of children improves by discussion and debate.

Confidence is given to children by repeated opportunity for questioning ideas /concepts from many perspectives.

 

Texts are habitually referenced in supporting ideas/constructing arguments ( bible mainly )

 

 

Observations

Learning   walks

Discussions with children

Discussions with staff

Photos / videos of the children   participating

Highlighted planning

Scrapbook and RE      book/folder scrutiny

11.To ensure that staff know and exude the schools THEOLOGICAL VISION

·         To ensure that staff and pupils show tolerance, dignity and respect for all and that the protected characteristics (Disability, Race, religion and belief, sexual orientation, gender reassignment, sex). of the community are enabled and British Values are taught through the curriculum. To identify where this is explicit, where it is woven in and to what extent. (Ofsted Framework – Personal Development)

 

·         ENSURE the Christian Churches year and Festivals are marked as some other religions festivals but with an emphasis on Christianity and the Liturgy is linked

TERMLY

 

 

 

Eucharist/Family Service class led Worship

Class led Assemblies related to big questions or the churches year eg Shrove Tuesday, Messy church, visting clergy, church visits, worship in church, role music and art play in worship and delivering /acting out the Theological vision.

 

 

 

The ETHOS of ASTON ALL SAINTS and its Religious Community is tangible in all that we do.