Religious Education
The RED programme is a new programme being developed by the Archdioceses and has now been rolled out for EYFS - Year 3.
It is a programme that allows chidlren to develop their understanding and beliefe of God, Jesus and the world around us through stories from the Bible. It is developed through four elemets; Knowledge lenses, Ways of Kowing, Expected outcome and Curricululm branches.
Structural Elements
The programme of study for religious education in Catholic schools presented in this directory has a framework with four structural elements: knowledge lenses, ways of knowing, expected outcomes, curriculum branches.
Knowledge Lenses
Knowledge lenses set out the object of study for pupils; they indicate what should be known by the end of each age-phase. They divide the content of the programme of study into four systematic subsections for the study of Catholicism and two additional lenses for the study of religions and worldviews, which together comprise the six knowledge lenses of hear, believe, celebrate, and live (the study of the Catholic religion), dialogue, and encounter (the study of other religions and world views).
There are 6 branches throughout the year, which build on previous knowledge, as chidlren contionue on their journey through school.
Creation and Covenent - where pupils encounter the God who creates and calls people
Phrophecy and Promise - where pupils explore the Christian understanding of the teaching of the phrophets, as they point to the fulfilment of God's promise in a messiah, Jesus Christ
Galilee to Jerusalem - where pupils will experience the ministry of Jesus, the Word of God.
Desert to Garden - where pupils will study the season of Lent and its culmination in the events of Holy Week.
To the ends of the Earth - where pupils will study the events that flowed from the Resurrection and Ascension in the coming of the Holy Spirit and the work of the apostles and the early church.
Dialogue and Encounter - where pupils will learn how Christians work together with people of different religious convictions and all people of goodwill towards the common good, respecting the dignity of all humanity.
| Ways of Knowing
Ways of knowing set out the skills that pupils should be developing as they progress through their curriculum journey. |
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| The three ways of knowing are: understand (What will I see and hear to help me understand?), discern (How will I discover more?) and respond (What can I do now?). | ||
Branches and Lenses
The model curriculum presents the expected outcomes in six curriculum branches that correspond to the six half-terms of a school year. Pupils revisit each branch in each year of school they come to a deeper understanding of its significance for Catholic belief and practice, which allows them to make links between the four knowledge lenses within the context of the narrative of salvation history. The six curriculum branches are: creation and covenant, prophecy and promise, Galilee to Jerusalem, desert to garden, to the ends of the Earth, and dialogue and encounter.
Expected Outcomes
Pupils will be assessed against the expected outcomes which are a synthesis of the content outlined in the knowledge lenses and the skills described in the ways of knowing. Each age-phase will have a prescribed set of outcomes that will indicate what pupils are expected to know, remember, and be able to do, using the language of the ways of knowing and applying it to the discrete knowledge within each lens.
Dialogue and Encounter
The two lenses called ‘dialogue’ and ‘encounter’ set out the requirements in relation to the teaching of other religions and worldviews. The first of these two lenses is called ‘Dialogue’ and is an exemplification of the Church’s teaching on the relationship between Catholicism and other Christian traditions, between Catholicism and Judaism, between Catholicism and other religions, and between Catholicism and non-religious or atheistic worldviews. In addition to understanding what the Church teaches about its relationship to other faiths, religions, and worldviews, pupils are also engage in a discrete study of other faiths, religions, and worldviews. This is done through the teaching that to love our neighbour is also to respect and esteem his or her culture, and to live peaceably with difference. As pupils progress through school, pupils will study:
• Other Christian denominations
• Judaism
• Islam
• Dharmic religions and pathways
• Other religions and worldviews, including non-religious worldviews.
To fulfill our aims and objectives, Holy Cross will follow the Come and See programme of Religious Education, recommended by the Archdiocese of Liverpool as our scheme of work in Year 3, Year 4, Year 5 and Year 6.
The Process
Explore – 1 week – This is the introduction to the topic where the children’s life experience is explored, the question(s) it raises are wondered at, shared, investigated and their significance reflected upon.
Reveal – 2 weeks -This is the heart of the programme where knowledge and understanding of the Catholic faith is revealed through the Word, in Scripture, Tradition, doctrine, prayers, rites and Christian living.
Respond -1 week- This is where the learning is assimilated, celebrated and responded to in daily life.
The effective delivery of Religious Education
The following strategies and aims underpin the effective delivery of Religious Education at Holy Cross Catholic school.
- Religious education will be taught discretely and developmentally. It will include the deepening of knowledge, and understanding of key theological ideas and their application to life.
- Ample opportunities will be offered for children to apply and use their knowledge and skills in cross-curricular studies to deepen their understanding of religious truths and think creatively.
- Engagement with their own and others’ beliefs and values will help to develop good attitudes and dispositions so that children are instilled with a love of learning and a desire to go on learning.
- Engagement with difficult questions of meaning and purpose which everyone has to face will enable them to think critically about their own questions of meaning and purpose.
- Offer the children a sense of self-worth through their experience of belonging to a caring community and an awareness of the demands of religious commitment in everyday life.
Inclusion
Within RE all pupils will take part in all the lesson sequences, but we need to be clear about the critical core content for pupils with SEND.
As part of the planning and preparation for the delivery of each block, teachers will need to consider how specific activities, or the delivery, may need to be adjusted to ensure that pupils with SEND are able to access the materials and participate fully in the lesson.
Pupils with language and communication difficulties (including those with ASD) may need additional visual prompts to help them understand what is expected of them. The task could be broken down into smaller, more manageable chunks and individual task boards used to demonstrate these.
Some pupils may have sensory sensitivities. For those pupils, adjustments may need to be made in order for them to access materials.
Pupils who have difficulties with tasks requiring fine motor skills may need appropriate adjustments to be made to enable them to access the task and / or in order to keep them safe.
Knowledge notes will also be chunked to ensure learners understand key content.
This will then lead to our assessment framework. Some pupils may show extended knowledge and be skilful with it from other lessons.
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