Religious Education Curriculum Rationale
At Rosebrook Primary School, our Religious Education (RE) curriculum is designed to stimulate interest and enjoyment in the subject, while also ensuring that our pupils are prepared to be informed, respectful members of society who celebrate diversity and strive to understand others. Through carefully planned lessons, we encourage our pupils to develop knowledge of the beliefs and practises of religions, form informed opinions, and gain an awareness of the implications of religion for the individual, the community, and the environment.
Our RE curriculum aligns with the requirements of the National Curriculum, which states that RE should “reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practises of the other principal religions represented in Great Britain.” By using the Stockton SACRE (Standing Advisory Council for Religious Education) framework, we ensure that our pupils receive a balanced and comprehensive education in RE, covering a range of religious worldviews.
The Stockton SACRE framework is particularly well-suited to the needs of our pupils at Rosebrook Primary School. Given the high levels of deprivation and the significant number of pupils with special educational needs and disabilities (SEND) in our school, it is crucial that we provide a curriculum that is inclusive, accessible, and relevant to the lived experiences of our community. The Stockton SACRE framework allows us to tailor our RE curriculum to the specific context of Stockton-on-Tees, ensuring that our pupils develop a deep understanding of the religious and cultural diversity within their local area. We also consider the growing diversity in the school community.
Moreover, our RE curriculum is designed to be aspirational, challenging our pupils to engage with complex concepts and ideas, and to develop the critical thinking skills necessary to navigate the diverse and ever-changing world around them. By exposing our pupils to a range of religious worldviews, we aim to cultivate a sense of respect, empathy, and understanding, preparing them to be active and engaged citizens who can contribute positively to their local and global communities.
Whole School Aims
Our RE curriculum is closely aligned with the school’s vision and values, as captured in our DREAM acronym: Determination, Respect, Enthusiasm, Ambition, and (growth) Mindset. Through the study of different religions and worldviews, our pupils develop a deeper understanding of the diversity of human experience, and the importance of respecting and celebrating differences.
The emphasis on “determination” and “ambition” in our core values is reflected in the rigorous and challenging nature of our RE curriculum, which encourages our pupils to grapple with complex ideas and to strive for a deeper understanding of the world around them. Similarly, the “enthusiasm” and “growth mindset” values are embodied in our approach to RE, which aims to foster a genuine love of learning and a willingness to embrace new perspectives and ideas.
Ultimately, our RE curriculum is designed to support the school’s overarching vision of ensuring that “we can be whatever we dream.” By equipping our pupils with the knowledge, skills, and dispositions necessary to engage with diverse religious worldviews, we are empowering them to become informed, respectful, and successful citizens who can make a positive contribution to their communities and the world beyond.
Subject Vision
At Rosebrook Primary School, we believe that Religious Education plays a crucial role in preparing our pupils for life in an increasingly diverse and interconnected world. Through the study of different religions and worldviews, our pupils develop a deeper understanding of the beliefs, practises and traditions that shape the lives of individuals and communities both locally and globally.
Our RE curriculum is designed to cultivate a sense of curiosity, empathy, and respect in our pupils, encouraging them to engage with different perspectives and to appreciate the richness and complexity of human experience. By exploring the ways in which religion and belief systems influence and shape the world around us, our pupils gain the knowledge and critical thinking skills necessary to navigate an increasingly complex social and political landscape.
Moreover, our RE curriculum is closely aligned with the school’s improvement priorities, particularly in the areas of reading comprehension, oracy, and personal development. By emphasising the development of strong communication and language skills, we are equipping our pupils with the tools they need to engage meaningfully with religious texts and ideas. Similarly, the focus on personal development ensures that our pupils are able to apply the knowledge and understanding they gain in RE to their own lives and experiences, fostering a sense of empathy, resilience, and social responsibility.
Communication with Stakeholders
To ensure the successful implementation of our RE curriculum, it is essential that we communicate our rationale and vision effectively to all stakeholders, including parents, carers, and the wider community. This can be achieved through a variety of channels, such as:
- School Website: Posting the detailed curriculum rationale and subject vision on the school website, ensuring that it is easily accessible to all stakeholders.
- Newsletters and Communications: Termly planning webs are shared with parents and carers.
- Community Engagement: Collaborating with local religious and community organisations to organise events, workshops, and visits that enhance the RE curriculum and foster a sense of connection between the school and the wider community.
By adopting a multi-faceted approach to communication, we can ensure that all stakeholders are well-informed and invested in the success of our RE curriculum, ultimately supporting our pupils in becoming informed, respectful, and engaged members of society.
Addressing Inspection Feedback
The feedback from the previous Ofsted inspection highlighted several areas of strength in our school’s approach to RE, as well as some areas for improvement.
Firstly, the inspection report noted that the school’s schemes of work in core subjects, such as mathematics, were well-planned and enabled teachers to build pupils’ knowledge and skills in a step-by-step manner. However, the report also highlighted that the schemes of work in some foundation subjects, including geography and science, lacked the same level of precision. By using the Stockton SACRE framework to guide the development of our RE curriculum, we are ensuring that our approach to this subject is equally rigorous and coherent, with a clear progression of knowledge and skills that builds upon pupils’ prior learning.
Additionally, the inspection report identified the need for the school to implement its recently introduced scheme of work for pupils’ personal development more consistently across the school. Our RE curriculum is closely aligned with this priority, as it is designed to equip our pupils with the knowledge, skills, and dispositions necessary to navigate the complex social and ethical issues that they will encounter both in and out of school. By emphasising the implications of religion for the individual, the community, and the environment, our RE curriculum directly supports the school’s broader personal development agenda.
Overall, our RE curriculum rationale demonstrates a clear and coherent approach to the subject that is tailored to the unique needs and priorities of Rosebrook Primary School. By drawing on the Stockton SACRE framework and aligning our curriculum with the school’s vision, values, and improvement priorities, we are confident that our RE provision will continue to meet the high standards expected by Ofsted and, more importantly, prepare our pupils to be informed, respectful, and engaged members of society.