Religious Education (RE)

RE Statement

The curriculum we use at St Catherine’s is the ‘God Matters’ programme. Each year group explores ten units, which are linked to the liturgical year of the Church and include teaching of other faiths. The programme offers a clear approach to teaching and learning. This is characterised by engaging, exploring and expressing and it is structured in a way which allows for deep learning and real engagement with the RE content.

 

God Matters is designed to ensure that pupils make progress in RE from reception to year 6. The theological content and principles are linked to the National Curriculum Directory. It is supported by a clear approach to teaching and learning. This clear approach is characterised by the 3 E’s: Engage, Explore, Express. (See separate notes below.) It is structured in a way which allows for deep learning and real engagement with the RE content.

Explicit R.E. takes place during timetabled lessons (10% of curriculum time) supported by assemblies, liturgies and community worship. This means 2 hours of RE per week in KS1 and 2.5 hours of RE per week in KS2.

Creation  

Sacraments

Prayers, Saints and Feasts,

Advent,  

Christmas,

Lent,

Holy Week,

Easter,

Revelation,

Pentecost & Mission

Engage, Explore, Express

Engage is the means by which pupils can initially interrogate the learning. By using art, role-play, or devising questions for themselves, pupils are enabled to visualise the story. They can identify who is involved, what is happening and can speculate what might happen. Engage activities seek to identify an answer to the question: “What is the story?”

 

There are many other approaches to engaging pupils, other than those identified in the scheme, which can be used. These include:
• Matching Scripture to a song or music;
• Scenario based approaches, e.g. Imagine if, What if?
• Extensive art and drama activities.

All of the activities are characterised by:
• Plenty of talk and use of talk partners;
• Probing and open-ended questioning;
• Opportunities for pupils to devise their own questions;
• Clear links between the stimuli and the learning intentions.

 

Explore activities are designed both to answer the ‘what’ and the ‘why’ questions and to enable pupils to organise their thinking. Teaching enables connections to be made, as well as allowing pupils to evaluate, analyse and explore different points of view, compare, contrast and reach conclusions.

There are many tools which enable such exploration, apart from those included in the scheme. These include:
• Pie charts, bar charts;
• Questionnaires;
• Tables;
• ICT spreadsheets.

Again, explore activities are characterised by dialogue and by examining ideas and content from different perspectives.

 

Express activities are organised in a way which allows pupils to express their understanding of particular concepts and Scripture passages, using approaches from other curriculum areas. In seeking to be like Jesus or his followers, express tasks enable pupils to demonstrate that they know what Jesus was like, what he did and what he thought in different circumstances.

Express activities provide purpose and context to lessons. They also provide opportunities to demonstrate understanding in many different ways. Express activities can be given meaning, when pupils are allocated a particular role, such as dancer, journalist, editor, illustrator, expedition leader etc.

There are many different types of express activities used in different curriculum areas. Each unit includes at least one extended writing task, when planning for express activities.