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RELIGIOUS EDUCATION Curriculum Intent, implementation and impact statement 

To be one, to be united is a great thing. But to respect the right to be different is maybe even greater - Bono

Curriculum Intent

At John Burns Primary School, our intent is to:

  • Provide a high-quality, broad and balanced religious education curriculum.
  • Engage pupils in enquiring into and exploring questions arising from the study of religion, faith and belief, so as to promote their personal, spiritual, moral, social and cultural development.
  • Provide our pupils with the knowledge and understanding of Christianity and other religious faiths, traditions and beliefs represented in Greater Britain and the wider world.
  • Develop an understanding of the influence of beliefs, values and traditions on individuals and the wider community and to reflect upon their beliefs, values and experiences.
  • Enable our pupils to develop a positive attitude towards people who hold religious beliefs different from  their own.
  • Enable our pupils to apply the insights of the principal religious faiths and traditions to their own search for identity and significance.
  • Enable our pupils to become aware of their own beliefs and values and to have a positive attitude to the search for meaning and purpose in life. 

Curriculum Implementation

At John Burns Primary School:

  • Teachers follow the learning outcomes of the Wandsworth Locally Agreed Syllabus for RE (2017).
  • Different beliefs are studied both thematically, such as topics on leaders or places of worship, and discretely, such as a unit on Easter.
  • In order to support children in their ability to ‘know more and remember more’ there are regular opportunities to review the learning taken place in previous topics as well as previous lessons.
  • Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.
  • Evidence of pupil work is recorded at the back of pupils red topic books (KS1 and KS2). This book also contains geography and history work.
  • Pupils will have access to quality artefacts and resources.
  • Lessons are planned and delivered in a varied of ways so that all children can participate fully. Interactive, practical activities linked to the themes of the syllabus encourage our pupils to discuss their ideas and extend their understanding of difficult concepts and challenging questions.
  • Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge.
  • Assessment is informed by observations during lessons, verbal feedback, pupil voice and work scrutiny.
  • Summative judgements (Working Towards/Working At/Working Above age-related Expectations) are recorded in end of year reports for all KS1 and KS2 pupils (EYFS profile assessment - ELG Understanding the World).   
  • All the major world religions (Christianity, Islam, Hinduism, Judaism, Buddhism, Sikhism) and Humanism are covered by the end of KS2.
  • Effective use of educational visits to places of worship as well as visits from faith speakers, are planned to enrich and provide first-hand learning experiences for pupils.
  • Religious education can make an active contribution to all these areas and, in particular, support children’s spiritual, moral, social and cultural development by encouraging children to build respect, work collaboratively, think about issues of right and wrong, developing an awareness of their own needs, and learning about the cultures of others.
  • Collective worship, religious and non-religious festivals and events, implemented alongside weekly RE lessons, celebrate the cultural diversity of the school community.

Curriculum Impact

At John Burns Primary School, our pupils will have:

  • The ability to respond to, Christianity, other principal world religions, other religious traditions and world views.
  • Developed skills of enquiry and response through the use of religious vocabulary, questioning and empathy.
  • Developed skills of reflection, expression, application, analysis and evaluation of beliefs, values and practises, and the communication of personal responses to these.
  • Respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own.