Religious Education

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At Milestone Academy, we want every child to be happy and enthusiastic learners of RE and to be eager to achieve their very best in order to fulfil their full potential. We firmly believe that the recipe for success is high-quality first-wave teaching in RE, which is central to the life of our happy, caring academy.

  • Our principal aim is that children leave Milestone Academy with a greater understanding of the different religions that are practised around the world as well as a greater knowledge and understanding of the different festivals and traditions that these religions follow. They should also learn about humanist views and be able to discuss and compare different religions viewpoints related to key RE topic areas, such as; creation. Student’s learning should be driven through PYP-friendly vehicles that enhance a child’s awareness of their own abilities and strengths as a learner; thus ensuring that children see learning in RE as a continuing process and not just a one-off event. They should also see it as a subject which allows them to develop knowledge and skills which are transferable and promote their spiritual, moral and cultural development. 
  • Children will follow the Kent Agreed Syllabus for RE from 2022 and they will be taught by highly-qualified, enthusiastic staff who will support children to develop mastery of concepts and inspire enthusiasm and interest in the subject.
  • Opportunities will exist for children of all ages to experience learning beyond the classroom, interleaved with other areas of the curriculum and international-mindedness. In tandem with this approach, cultural capital opportunities will allow learners to enrich their knowledge; for example, visiting local places of worship for different religions or talking with people of different religions about their festivals, traditions and lifestyles.
  • Children will develop a deep understanding of the subjects they are studying. They will increasingly use their prior knowledge to solve problems and develop their sophistication and interest in RE.
  • Children will understand how British Values relate to RE.
  • Through work covered in RE lessons pupils will develop the skills to be able to complete research tasks linked to developing their knowledge of the world faiths.
  • Children will develop a real understanding and appreciation of the world, learning from the best that has been developed and said. 
  • The subject leader for RE will meet the senior leadership team and representatives from the Trust on a regular basis to evaluate provision in order to ensure that teaching and learning in RE is highly effective. Where necessary, staff will receive coaching and training in RE.
  • Carefully designed, interleaved learning in RE ensures consistency and progress of all learners.
  • The vehicles which drive learning throughout the term are the central idea and associated lines of inquiry. Therefore, RE is taught through these vehicles. Other ways of learning include trips to local places of worship and talks with religious leaders or people from the local community that are linked with local Churches, the Gurdwara and the Mosque.  Children will learn about key religious leaders from the different world faiths
  • Clearly defined end goals are set in order to guide children to achieve their potential. This ensures work is demanding and matches the aims of the curriculum while still fulfilling the requirements of a PYP approach.
  • High-quality teaching responds to the needs of the individual child. Spiralised learning is a key focus of all formative and summative assessment with teachers actively responding to learning, understanding and work in lessons in order to identify misconceptions early.
  • High-quality input from experts and educational resources support the delivery of specialist learning admirably and help children understand how RE is important to people all over the world.
  • Children are happy learners who have a thorough grasp of religious knowledge. They experience a wide range of learning – delivered through local, national and international context and they are aware of different world faiths as well as humanist viewpoints.
  • Through RE, children deepen their appreciation of their faith and fulfil their academic potential.
  • Visits within RE help to enrich the lives of the children and as a result they are able to discuss how the experience impacted their knowledge and understanding.
  • Children of all abilities and backgrounds achieve well in RE and this is reflected in outstanding progress that reveals a clear learning journey. Children talk enthusiastically about their learning in RE and they are eager to further their learning in the next stages of their education.
  • Fundamental British Values are evident in RE and children understand how it can celebrate differences and allow them to learn more about different faiths, traditions and cultures.
  • Through wider reading in RE, children will develop a deep and consolidated knowledge and understanding of the curriculum and they learn more about current real life events and the world around them. 
  • Through this exposure, children will produce work that is influenced by the best of the best.

Our PYP approach is underscored by the National Curriculum and the Kent Agreed Syllabus for RE. The schemes allow for appropriate sequencing and aims to secure long-term memory as well as the enjoyment and necessary curiosity of learning RE.

Each lesson will include live marking as per the Marking and Feedback Policy. Pupils’ learning and understanding of the RE topic for each lesson will be assessed according to the learning objectives for each lesson and how well pupils met these objectives.  

Homework is not formally set in RE but children are encouraged to take part in enrichment opportunities such as visiting different places of worship, listening to music from different religions or trying out different foods, dances etc. from different religions and cultures.

High-quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively marking work in lessons in order to identify misconceptions early.