At the Skegness Academy, we believe that all students need to acquire knowledge and understanding of the beliefs and practices of the religions and worldviews which not only shape their history and culture but which guide their own development.
We believe that the modern world needs young people who are sufficiently confident in their own beliefs and values, that they can respect the religious and cultural differences of others, and contribute to a cohesive and compassionate society. With this in mind:-
- We aim to develop students by provoking articulate responses to challenging questions about meaning and purpose in life, beliefs about God, Ultimate Reality, issues of right and wrong and what it means to be human. Our studies reflect local, national and global contexts and we will develop a systematic understanding of a broad range of religious and non-religious ways of life.
We have used the Locally Agreed Syllabus, as a starting point, but as a department we are focused upon learners being exposed to quality experiences and need to develop independent thinking. Visits and enrichment clubs allow learners even greater opportunities to find and develop their individual interests and personal talents.
At the Skegness Academy, the teaching of RE is made up of a matrix of elements. These include:
- History: For example, being able to understand Christianity requires a knowledge of the historical context of Judaism and Israel.
- Beliefs: For example, the claim by Muslims that Muhammad is the last prophet.
- Practices: For example, the practice of Passover has grown out of the belief that God saved Jews from Egypt.
- Themes: For example, the beliefs and practices of Islam and Christianity and how this impacts contemporary views around Relationships and Family.
Within our teaching these 4 elements will be woven together to create a more holistic and deeper understanding of religious and non-religious world views.
We believe that to meet the outlined intentions it is necessary for us to:-
- Plan using progressive skills, knowledge and interleaving techniques. Learning is regularly checked to ensure progression and understanding, whilst supporting learners’ ability to block learn, increase the capacity in the working memory and to build religious and emotional literacy. Teachers keep a record of how learners are achieving and intervene effectively and collaboratively to close any skills or knowledge gaps.
- Offer silent time so pupils can meaningfully reflect and develop links between their thinking and learning.
- Set formal calendared assessments, which are scrutinised, moderated and evaluated in a timely manner to ensure valid and rigorous data around pupil attainment to allow for effective intervention and/or close any skills or knowledge gaps, within classes and groups.
- Plan a variety of offsite educational visits. Visitors are also invited into school as a way of enhancing subject knowledge and providing the learners with real life experiences.
- Explore values that are critical to help understand modern Britain and beyond.
- Design learning opportunities that look for ways to develop good learning behaviours. We understand that learning about learning helps us to be better learners! In our lessons, we ask learners to think about ways to develop concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity. For example, we try to frame our learning around questions.
RE learning Aims:
AO1: Know about and understand a range of religions and worldviews, so that students can
- describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals
- identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews
- appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
AO2: Express ideas and insights about the nature, significance and impact of religions and world views, so that students can:
- Explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities
- Express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues
- Appreciate and appraise varied dimensions of religion or a world view.