Intent, Implementation & Impact
Here at Dulverton, we provide Religious Education (RE) for all pupils registered at the school. RE has the same importance as any other subject and the same high standards are applied to RE as to all other subjects.
Religious Education seeks to make a major contribution to the Spiritual, Moral, Social and Cultural development of pupils. At Dulverton, we inspire pupils by thinking about big questions which religions and worldwide views address, so they are able to develop the skills needed to appreciate different responses to these questions and give their own ideas and responses.
We follow the London Borough of Bexley Agreed Syllabus for Religious Education where Religious Education is split into three strands. The three strands are as followed: Believing (Religious beliefs, teachings, sources; questions about meaning, purpose and truth); Expressing (Religious and spiritual forms of expression; questions about identity and diversity); and Living (Religious practices and ways of living; questions about values and commitments).
At Dulverton, we implement this by:
Each year group from Reception to Year 6 will have taught sessions from the Christian Teaching and Resourcing for School Team (CRiBS). These will run over the academic year and cover a range of areas of the Christian faith.
Collective worship looks at the beliefs and practices of major world religions.
Cross-curricular links are made where possible in lessons with a particular focus on the children's Social, Moral, Spiritual and Cultural development and their understanding of British Values.
Key questions to show the children’s understanding are given for each topic. These questions are based around the following three strands: knowing about and understanding a range of religions and worldviews; expressing ideas and insights about the nature, significance and impact of religions and worldviews ;and gaining and deploying the skills needed to engage seriously with religions and worldviews.
Children’s understanding can be shown through written work, teacher’s questioning, speaking and listening activities, drama lessons and art work.