Religious Education

Religious Education develops pupil’s knowledge and understanding of, and their ability to respond to Christianity and the other principle religions presented in Great Britain. By exploring issues within and across faiths, pupils learn to understand and respect different religions, beliefs, values and traditions (including ethical life stances), and their influence on individuals, societies, communities and cultures. (Lancashire Agreed Syllabus)

Religious Education at Cherry Fold school is taught in accordance with the Lancashire Agreed Syllabus 'Searching for Meaning'. This curriculum is taught from Reception to Year 6 and sets out the curriculum intent and implementation to support all pupils. The basis of the curriculum is Christianity to reflect the main religious traditions in Great Britain but also takes into account the teachings and practices of the other principal traditions represented here.  Religious Education supports Spiritual, Moral, Social and Cultural Development and fundamental British values by looking at life questions, values, right and wrong and the preparing of children as citizens in a multicultural society.

Our pupils come from a variety of religious and non-religious backgrounds and we ensure that our teaching about religions and worldviews is fair and balanced. The taught syllabus is not designed to convert pupils, or to promote a particular religion or religious belief.  We feel it is important to promote mutual respect and understanding of religious and cultural differences.

Here at Cherry Fold we believe that in this increasingly diverse society it essential for pupils to study religious and non-religious world views so that they have the knowledge to make sense of the world in which they live.

SEND

When supporting children with SEND, teachers focus on helping them to access the curriculum, in the long term, by making sure that they develop secure knowledge of important content and concepts. Support for pupils with SEND is focused on the core knowledge identified in the curriculum, and targeted support is given to make sure that they understand the most important content. Teachers regularly check this.

Children who are identified as having SEND may have specific needs and therefore adaptive and targeted support will be outlined in short-term planning. This may also be reviewed through the child’s EHCP and/ or Pupil Progress Meetings where elements of adaptation may be recommended by external agencies.

It is also important to recognise that children identified as having SEND may not always be the least able in Religious Education and could excel in the subject. Pupils’ attainment will be assessed in a subject-specific manner and based on their strengths rather than barriers.

 Adapting the curriculum for pupils with SEND in Religious Education:

Adaptive teaching takes place.

• For sensory or physically impaired pupils, religious education learning may necessitate enlarging texts, using clear fonts, using visual overlays, or audio description of images.
• Dyslexic pupils may benefit from well-spaced print.
• Teachers identify and break down the components of the subject curriculum into manageable chunks for pupils who find learning more difficult, particularly those with cognition and learning needs. These may be smaller ‘steps’ than those taken by other pupils to avoid overloading the working memory.
• A variety of additional scaffolds may be used in lessons, such vocabulary banks, additional visual stimuli or adult support.  For children who struggle to communicate through written outcomes, staff can scribe for children and use questioning techniques to deepen understanding.  This approach enables accurate assessment and supports children when they are working whilst avoiding overloading the pupils' working memory.

EYFS

In the EYFS we look at; Special times: How and why do we celebrate? What times are special to different people and why?,  Special stories: Why are some stories special? What special messages can we learn from stories? and Special places: What buildings and places are special different people?

Over the three terms we use Christianity in the main and compare with the other two progressive religions Islam and Hindu Dharma as well as world views to answer the questions, while also relating to their own personal knowledge and experiences. Religious Education in the EYFS contributes to the Early Learning Goals in Understanding the World; People, Culture and Communities. It also supports progression across other areas of learning.

We use a range of resources, visits and visitors to develop children’s language and questioning skills, as well as an understanding of the people in their community and in the wider world.

Religious Education at Cherry Fold in pictures.

Nursery

Reception

Receptions trip to St Matthews church.

Year 1 

Year 2

Mr Anwar, Muslim Faith visitor, demonstrated how he would pray, the special objects he would use and showed us some of the clothes that might be worn. 

Year 3

Year 4

Year 5

Year 6