Our school British Values Statement can be found in our Key Policies section of the website.

At Bridgewater Primary School we believe that the study of Religious Education allows our pupils to become inspired and curious about the world and people around them. Our vision for R.E is that we work collectively across the school to develop religious literacy, knowledge, understanding and respect of different religions, beliefs and world views. We want our children to experience a broad and balanced understanding of these with the hope, that they develop the skills to live harmoniously within a diverse society, respecting the right of people to hold views and beliefs or have feelings which are different from their own. We believe that the teaching of R.E also supports the children’s development in other subjects as well as developing their cultural capital and values, and reflecting the overall aims and values of our school.

To ensure progression and coverage, we use Jigsaw R.E, which is in line with Northamptonshire’s locally Agreed Syllabus, as our chosen teaching and learning programme and tailor it to our children’s needs.

The programme offers us a comprehensive, carefully thought-through scheme of work which brings consistency and progression to our children’s learning. We follow an enquiry approach that adds challenge and requires children to retain knowledge and apply it to ‘enquiry questions’ using their critical thinking skills. The context of the local community has also been carefully considered and integrated into the RE curriculum.  

We aspire for our learners to: 

• Develop an awareness of the spiritual and moral issues in life experiences.
• Acquire and develop knowledge and understanding of Christianity and the other principal religions represented within Great Britain.
• Be prepared for the opportunities, responsibilities and experiences presented to them in later life.
• Develop a positive attitude of respect towards other people regardless of their gender, race, religion or belief.
• Develop religious Literacy
• Develop the skills to live harmoniously within a diverse society, respecting the right of people to hold views and beliefs or have feelings which are different from their own.
• Develop the ability to make reasoned and informed judgements about religious and moral issues.
• Develop and understanding of the influence of the beliefs, values and traditions on individuals, communities and cultures.
• Develop an understanding of what it means to be committed to a religious tradition
• Make links between faiths and within their own lives to develop a deeper understanding of different faiths
• Reflect on their own experiences and develop a personal response to the fundamental questions of life
• Develop the ability to make reasoned and informed judgements about religious issues.

• • At Bridgewater Primary School Religious Education is taught following the Jigsaw R.E programme which is in line with Northamptonshire’s locally Agreed Syllabus. Furthermore, it is tailored to support other subjects and the intake of our pupils and local community.
  • It is taught as a whole school approach focusing on identified religions and celebrations each half term.
  • Teachers follow a precise overview of units of study, which is progressive across year groups and key stages.  These units follow an enquiry approach that adds challenge and requires children to retain knowledge and apply it to ‘enquiry questions’ using their critical thinking skills.
  • Christianity is taught in each year group and aims to activate and build on prior learning to ensure better understanding and respect.
  • The other principle religions are covered across the school and supported through yearly recognition of assemblies and celebrations to ensure the school aims are achieved.
  • Religious Education should be taught throughout the year, either weekly or in small blocks to ensure that the content is covered in sufficient depth so that the learning is embedded.
  • Lessons are personalised and relevant to the needs of the learners.
  • Teachers are able to seek advice and guidance from Year Group and Subject Leaders.
  • Links with local religious figures support community ties and provide opportunity for the children to develop their religious experiences.

  Planning across the Early Phase 

   

  In both the Nursery and Early Years R.E is taught though a combination of activities and experiences presented in the continuous provision. Stories around celebrations and religious events are told alongside both child and adult initiated activities. The Nursery and Early years provide a close link with their intake through family involvement, such as having parents in to share experiences in their religions. Links with the local church help establish relationships with the Christian religion ready for formal Re teaching in Ks1 and Ks2. All opportunities in the Nursery and Early years provide a secure and broad exposure to both vocabulary and traditions surrounding a variety of religions, particularly those associated with their current intake.

  The key knowledge learnt in Early Years provides the children with the foundations for learning in subsequent years. 

  Planning Across Key Stage 1 and 2

  • The medium term planning documents identify the different purposes and intentions of the lessons within the ‘enquiry question’. Each sequence of learning provides opportunity for the concept to be covered in sufficient depth so that the learning is embedded. This is achieved through a four-step enquiry process, which starts with each enquiry posing one big question.

  Step One: starts with children’s own lived experiences.

  Step Two: bridges into the arena of the worldview being studied to gain knowledge.

  Step three: provides opportunity for the children to show how they can apply their knowledge to the big enquiry question.

  Step Four: revisits the children's own experiences to reflect on what difference the enquiry has made to them personall

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If successful, the impact for the learners in Religious Education will be seen not only through their learning but through their whole school respect and tolerance for each other and each other’s differences.

By the end of each key stage, pupils will be able to apply the knowledge and skills learned within the two attainment targets. They will be able to speak confidently and articulately about the knowledge they have acquired in their R.E lessons. All children in a class are able to have respectful discussions about beliefs which differ from their own, and are able to explain the significance of that which is sacred in each religion they have studied.

Teachers use a range of strategies, including summative and formative assessments, to ensure that every child is making good progress in Religious Education. Teachers collect a wide range of evidence of children’s work to support assessments of attainment and progress. A high standard of knowledge and deep understanding of how these are applied will be present in children’s books, in big books, and within the classroom environment. This demonstrates that the children’s outcomes are in line with the expectations of the curriculum. Teaching and learning in R.E is consistently good across the school, ensuring continuity of lesson standards as a student transitions across year groups. 

Pupil voice also demonstrates that pupils are enthusiastic about studying religion and beliefs systems and understand how it helps them make sense of the community and world around them and the impact it has on future events.  Pupils work demonstrates that R.E is taught at an age appropriate standard across each year group, with opportunities planned in for pupils showing a swift understanding or working at greater depth. Work is of high quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence and with an understanding of the interdisciplinary links.

Within Early years the children are exposed to the celebrations recognised within school and provided with opportunities to hear stories, talk about experiences and interact with resources.