Religion & World Views
We believe that a strong Religion and Worldviews education provokes 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.
What is our approach to RE?
The Religious Education curriculum at Atwood aims to enable each pupil to understand, reflect upon and develop their own personal worldview. We aim to encourage children’s curiosity about the world and develop their critical thinking skills by using the key concept of worldviews. Worldviews are different ways of understanding the world. By exploring how worldviews are formed, change over time and are expressed at both individual and communal levels, pupils will reflect upon and refine their own worldview as well as those of others, thus enabling them to appreciate the diversity of thought while independently forming their own.
The curriculum will borrow from the following disciplines and in doing so will intertwine with the PSHE and Humanities curricula at Atwood.
- Theology Pupils will engage with ways in which human beings experience and interact with faith, God and religion. They will explore key ideas, cultural practices, similarities and differences associated with major world religions. They will also explore non-religious worldviews such as Atheism, Secularism and Humanism.
- Philosophy Pupils will explore the ways in which different worldviews, both religious and non-religious, attempt to understand the world, human existence, morality and ethics.
- Sociology Pupils will explore how religious and non-religious worldviews interact with society and identities, create social relationships and impact culture and politics.
Links to the local context are forged through trips to places of religious significance and sharing experiences and perspectives from the parent and local community.
What does our approach to RE look like in the classroom?
RE is taught in 1-hour sessions bi-weekly or 30 minute sessions weekly. Lessons follow a 6-part structure including a starter activity, a partner task and an independent task. Below are a few key principles underpinning RE lessons at Atwood:
- provides opportunities for children to engage with big questions about the world for which there are no fixed answers.
- creates a safe, collaborative space for children to ask questions including uncomfortable and/or critical ones
- builds a culture of openness, respect for diversity and kindness
- Fosters resilience by encouraging children to defend, challenge or alter their own worldviews through discussion and reflection,
- is rooted in a firm understanding of the concept of worldviews as a way of understanding the world.
- distinguishes between institutional worldviews and personal worldviews
- invites the local context and children’s experiences into the classroom
- makes connections across the curriculum.
- encourages the creation of a logical argument and a culture of respectful debate and discussion
- is planned to the same level of rigour and high expectations as with any area of the curriculum
In KS1 and EYFS, RWE is explored through high-quality scheme of work and through links made through books and topics being studied.
How do we measure success in RE?
Most lessons in RE will result in an independent task recorded in pupils’ RE books. Due to the nature of the subject, some lessons will result in learning tasks that take the form of performance tasks such as debates. At the end of a unit a final piece of work is created such as presentations, debates, opinion pieces and reflection pieces.
Evidence of impact is gathered and monitored through a variety of methods relating to Atwood Scholar themes:
- Class observation
- Gathering of pupil voice data
- Book Looks to measure knowledge acquisition