Intent

Religions and Worldviews in our schools enables every child to flourish and to live life in all its fullness. (John 10:10). It helps educate for dignity and respect, encouraging all to live well together.

Such an approach is offered through a commitment to generous hospitality, being true to our underpinning faith, but with a deep respect for the integrity of other religious traditions (and world views) and for the religious freedom of each person.

The principal aim of Religions and Worldviews is to engage children by asking big questions about life in order to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion and worldviews, reflecting on their own ideas and ways of living.

Religions and Worldviews gives pupils a safe space to critically reflect on their own religious, spiritual and/or philosophical convictions.

Religions and Worldviews makes a significant contribution to pupils’ academic and personal development. It also plays a key role in promoting social cohesion and the virtues of respect and empathy, which are important in our diverse society.

Implementation

We teach Religions and Worldviews according to the aims of the North Yorkshire Agreed Syllabus (2024-2029). This requires all pupils to learn from Christianity and the other 5 principal faiths in the UK: Islam, Hinduism, Sikhism, Buddhism and Judaism. Non-religious worldviews such as Humanism are also explored. The Christian element of the Religions and Worldviews curriculum is taught through the Understanding Christianity resource. World religions are taught through the RE Today agreed syllabus.

The Religions and Worldviews curriculum is delivered through aspirational teaching of the three types of knowledge (known as the pillars of progression): Substantive Knowledge: knowledge about various religious and non-religious traditions; Disciplinary knowledge (referred to as “ways of knowing” by OFTSED: pupils learn “how to know” about religion and non-religion; Personal knowledge: pupils build an awareness of their own presuppositions and values about the religious and non-religious traditions they study.

To enable children to critically reflect on and discuss their own religious, spiritual and / or philosophical convictions, children are taught to view Religions and Worldviews through the three lenses of Theology (believing), Philosophy (thinking) and Human / Social Sciences (living).

Impact

The Religions and Worldviews curriculum is designed to ensure that all learners are able to use their knowledge to succeed in life; implementing the principal aims of RE: learners are engaged in systematic enquiry into significant human questions, which Religion and Worldviews address; learners develop the understanding and skills needed to appreciate and appraise varied responses to these questions and learners are able to develop responses of their own.

Right to Withdraw from Religions and Worldviews Education
Parents have the legal right to withdraw their child from all or part of the curriculum relating to Religions and Worldviews. This right is established in education law. If you are considering this option, we encourage you to speak with the headteacher to discuss your concerns and the nature of our provision, which aims to be inclusive, educational, and respectful of diverse beliefs and worldviews. If a child is withdrawn, the school will supervise them during these lessons but is not required to provide alternative teaching.

Assessment of Religions and Worldviews

Assessment in RE takes place at the beginning middle and end of each unit through the use of six key questions, unique to each unit of work. The questions in each unit assesses the three types of knowledge referred to above.

Leadership of RE – how will we know we have been successful?

Role of the Headteacher

• Lead, manage and monitor the implementation of the curriculum, including teaching and learning (which includes weekly / unit planning).
• With the governors, keep the governing body informed about the progress of the curriculum.
• Ensure that RE remains a high profile in the school’s development work.
• Deploy support staff to maximise support for the curriculum.

Role of the subject leader

The subject leader is responsible for leading the development of RE across the federation by:

• Ensuring that teachers are familiar with the curriculum
• Leading by example in the way they teach in their own classrooms
• Preparing, organising, and leading training, with the support of the headteacher
• Supporting the headteacher in carrying out an annual audit and action plan with staff and governors
• Attending training and network meetings provided by LA consultants and advisors.
• Discussing regularly with the headteacher and governors the progress of implementing the curriculum Report on achievement and the quality of teaching and learning through thorough monitoring
• Role of the class teacher

To plan effectively for RE and deliver high quality engaging lessons. Teachers must develop a secure subject knowledge and be confident in helping children navigate and challenge cultural and religious stereotypes, prejudice and extremism. It should be a priority in Church schools to build up staff expertise in RE.

Role of the Governing Board

• To monitor the effective leadership of RE across all three schools through the rigorous monitoring schedule
• To report back to the curriculum committee on a regular basis.

For more information about our RE curriculum, please contact our RE Subject Leader:

Mr Matthew Scrafton (based at Askrigg) m.scrafton@b-a-wb.co.uk