Primary – Phases 1 & 2
Religious Education within the Brook pathway involves pupils having regular opportunities to experience different cultures, stories, sights and sounds during their daily lives and their learning is to be accessed in a sensory and exploratory manner. Their learning will be linked to their individual ILP targets and it is important that pupils’ engagement and interaction in lessons is monitored and recorded. Pupils are to be given regular opportunities to participate in engaging structured activities in a safe and supportive learning environment.
Religious Education within the Stream pathway involves pupils having regular opportunities to experience different cultures, stories, sights and sounds during their daily lives and their learning is to be accessed in a sensory and exploratory manner. Their learning should offer colourful sensory experiences and pupils should be able to use the sensory elements of faiths to help engage and develop their understanding of religion as something that is special to people. Pupils are to be given regular opportunities to participate in engaging structured activities in a safe and supportive learning environment and learn more about different faiths in a way that is appropriate to their abilities and understanding.
Religious Education within the River pathway involves pupils having regular opportunities to experience different cultures, stories, sights and sounds linked to different religions and for pupils to begin to understand the origins behind different faiths, festivals and traditions. Also through teaching RE to pupils on the River pathway they should be given the opportunity to reflect on issues in their own lives and to share meaningful experiences and beliefs with others. Pupils should also be given times of peace, reflection and calm throughout the day so as to think about themselves and the wider community around them. Alongside this pupils should be given regular opportunities to participate in engaging structured activities in a safe and supportive learning environment and learn more about different faiths in a way that is appropriate to their abilities and understanding.
Religious Education within the Waterfall pathway involves pupils having regular opportunities to experience different cultures, stories, sights and sounds linked to different religions and for pupils to begin to understand the origins behind different faiths, festivals and traditions. Also through teaching RE to pupils on the Waterfall pathway they should be given the opportunity to reflect on issues in their own lives and to share meaningful experiences and beliefs with others. Pupils should also be given times of peace, reflection and calm throughout the day so as to think about themselves and the wider community around them. Alongside this pupils should develop their knowledge and understanding of Christianinty and other major world regions found in Britain and have respect for other people’s views and to celebrate the diversity in society. Pupils should be given regular opportunities to participate in engaging structured activities in a safe and supportive learning environment and learn more about different faiths in a way that is appropriate to their abilities and understanding. Pupils should be encouraged to ask questions throughout their RE lessons so to help develop their knowledge and understanding of key RE topic areas.
Pupils working on the Brook pathway are taught as individuals and staff support pupils to achieve their individual targets which are located on their Individual Learning Plans. These pupils are assessed against ImPACTs which is an assessment, monitoring, target setting and implementation tool that allows the teaching and therapy team to work collaboratively and through using ImPACTs staff are able to assess which level pupils are working at and then use that information to help them plan and teach the pupils at their appropriate level. Teachers who work within Brook classes teach pupils through sensory activities, sensory and massage stories as well as target based sessions and subjects like RE are intertwined into sensory carousel lessons rather than being taught as individual subjects. Pupils are able to use their senses to explore and interact in learning about key religious festivals and faiths through sensory art sessions, music, exploring religious artefacts or clothing and by listening to stories and by pupils accessing these opportunities they are also working on achieving their ILP targets.
Pupils on the Stream pathway are taught through sensory activities as well as topic inquiry and ILP sessions. During pupils’ topic inquiry sessions they participate in RE lessons where they learn about key festivals and faiths and during these sessions pupils have opportunities to listen to music and stories, explore sensory trays, complete sensory art activities and use their senses to explore objects and artefacts. Through the work completed during topic inquiry lessons pupils begin to develop an understanding of different faiths and festivals at their own level of understanding.
Pupils working on the River pathway will have weekly Religious Education lessons that are between which are taught by class leads. The topic areas covered in RE lessons are based around units taken from the Kent Agreed Syllabus for RE and the National Curriculum. They are age appropriate for the pupils, whilst also being appropriate to the pupils’ individual needs. Pupils have key topic areas that they are taught each term and these are linked to key festivals, faiths and traditions. During their lessons pupils should be encouraged to ask and answer questions, reflect on issues in their own lives and be given time to reflect on what they have been learning about.
Pupils working on the Waterfall pathway will have weekly Religious Education lessons and these are taught by class leads. The topic areas covered in RE lessons are based around units taken from the Kent Agreed Syllabus for RE and the National Curriculum and they are age appropriate for the pupils, whilst also being appropriate to the pupils individual needs. Pupils have key topic areas that they are taught each term and these are linked to key festivals, faiths and traditions. During their lessons pupils should be encouraged to ask and answer questions, participate in discussions about key ideas that have arisen from their lesson, reflect on issues in their own lives and share meaningful experiences and beliefs with others and be given time to reflect on what they have been learning about. Pupils should also have opportunities to go on educational trips to visit the local Church or Gurdwara, as this will allow pupils to experience RE for themselves in real life.
Religious Education in the Brook pathway can be assessed through the achievements pupils make towards their ILP targets and this is reflected in class recording and through Tapestry logs.
Religious Education for pupils working on the Stream pathway can be assessed through class recordings and tapestry logs. Also through pupils experiencing RE during their sensory sessions it allows pupils to develop their understanding of different faiths at a level that is appropriate from them and we can assess their understanding through pupils’ interactions, gestures and any symbol or written work or craft activities that they produce. Also during RE sessions pupils can develop skills and experiences which will support them in wider areas of the school curriculum and in their personal development too.
Religious Education for pupils working on the River pathway can be assessed by using it as a vehicle to bring skills development to life and it can allow skills like reading, writing and asking questions to be connected together with developing pupils’ understanding of religious faiths, beliefs and traditions. Religious Education can also be assessed through photographic evidence in tapestry logs, through any written or symbol work or craft activities that have been completed during lessons. Also during RE sessions pupils can develop skills and experiences which will support them in wider areas of the school curriculum and in their personal development too.
Pupils within the Waterfall pathway are not formally assessed for Religious Education but impact in the subject can be assessed through photographic evidence in tapestry logs or through any written or symbol work or craft activities that they have completed during their lessons. By teaching the RE curriculum through our transdisciplinary themes, it ensures that all our pupils are given opportunities to develop skills and experiences which will support them in wider areas of the school curriculum and in their personal development too.
Secondary – Phases 3 & 4
Religious Education within the Brook pathway involves pupils having regular opportunities to experience different cultures, stories, sights and sounds during their daily lives and their learning is to be accessed in a sensory and exploratory manner. Pupils should be able to participate in colourful sensory experiences and begin to explore key festivals from different religions. Their learning will be linked to their individual ILP targets and it is important that pupils’ engagement and interaction in lessons is monitored and recorded. Pupils are to be given regular opportunities to participate in engaging structured activities in a safe and supportive learning environment.
Religious Education within the Stream pathway involves pupils having regular opportunities to experience different cultures, stories, sights and sounds during their daily lives and their learning is to be accessed in a sensory and exploratory manner. Their learning should offer colourful sensory experiences and pupils should be able to use the sensory elements of faiths to help engage and develop their understanding of religion as something that is special to people. Pupils are to be given regular opportunities to participate in engaging structured activities in a safe and supportive learning environment and learn more about different faiths in a way that is appropriate to their abilities and understanding.
Religious Education within the River pathway involves pupils having regular opportunities to experience different cultures, stories, sights and sounds linked to different religions and for pupils to begin to understand the origins behind different faiths, festivals and traditions. Also through teaching RE to pupils on the River pathway they should be given the opportunity to reflect on issues in their own lives and to share meaningful experiences and beliefs with others. Pupils should also be given times of peace, reflection and calm throughout the day so as to think about themselves and the wider community around them. It is important that these pupils are able to find connections between themselves as individuals and wider religious behaviours. Alongside this pupils should be given regular opportunities to participate in engaging structured activities in a safe and supportive learning environment and learn more about different faiths in a way that is appropriate to their abilities and understanding. They should also be offered opportunities within an RE context to develop their communication skills and develop a sense of self and a sense of community.
Religious Education within the Waterfall pathway involves pupils having regular opportunities to experience different cultures, stories, sights and sounds linked to different religions and for pupils to begin to understand the origins behind different faiths, festivals and traditions. Also through teaching RE to pupils on the Waterfall pathway they should be given the opportunity to reflect on issues in their own lives and to share meaningful experiences and beliefs with others. Pupils should also be given times of peace, reflection and calm throughout the day so as to think about themselves and the wider community around them. Alongside this pupils should develop their knowledge and understanding of Christianinty and other major world regions found in Britain and have respect for other people’s views and to celebrate the diversity in society. In addition to this, pupils should learn about religion and worldviews in local, national and global contexts so as to discover, explore, consider and interpret different responses to life’s big questions. Pupils should be given regular opportunities to participate in engaging structured activities in a safe and supportive learning environment and learn more about different faiths in a way that is appropriate to their abilities and understanding. Pupils should be encouraged to ask questions throughout their RE lessons so to help develop their knowledge and understanding of key RE topic areas.
Pupils working on the Brook pathway are taught as individuals and the learning is tailored to meet the needs of the individual pupil. These pupils are assessed against ImPACTs which is an assessment, monitoring, target setting and implementation tool that allows the teaching and therapy team to work collaboratively and through using ImPACTs staff are able to assess which level pupils are working at and then use that information to help them plan and teach the pupils at their appropriate level. Pupils are also supported by staff to achieve their individual targets which are located on their Individual Learning Plans. Teachers who work within Brook classes teach pupils through sensory activities, sensory and massage stories as well as target based sessions and subjects like RE are intertwined into sensory carousel lessons or other subject areas rather than just being taught as individual subjects. Pupils are able to use their senses to explore and interact in learning about key religious festivals and faiths through sensory art sessions, music, exploring religious artefacts or clothing and by listening to stories and by pupils accessing these opportunities they are also working on achieving their ILP targets.
Pupils working on the Stream pathway are taught Religious Education through a sensory approach and this allows pupils to learn about festivals, faiths and key RE concepts in a sensory and exploratory way. It also allows for the curriculum to be adapted to meet the needs of individual pupils and classes. Through sensory RE sessions pupils will have opportunities to listen to music and stories, explore sensory trays, complete sensory art activities and use their senses to explore objects, scents and artefacts. Through the work completed during these sensory sessions pupils begin to develop an understanding of different faiths and festivals at their own level of understanding.
Pupils working on the River pathway will have weekly Religious Education lessons and these are taught by class leads. The topic areas covered in RE lessons are based around units taken from the Kent Agreed Syllabus for RE and the National Curriculum and they are age appropriate for the pupils, but they also must be appropriate to the pupils individual needs too. Pupils have key topic areas that they are taught each term and these are linked to key festivals, faiths and traditions. During their lessons pupils should be encouraged to ask and answer questions, reflect on issues in their own lives and be given time to reflect on what they have been learning about. Also RE can be implemented through assemblies or theme days, which allows inclusion for all pupils to experience events which support their knowledge and understanding of Religious festivals, faiths and traditions.
Pupils working on the Waterfall pathway will have weekly Religious Education lessons that are between 30 – 45 minutes long and these are taught by class leads. The topic areas covered in RE lessons are based around units taken from the Kent Agreed Syllabus for RE and the National Curriculum and they are age appropriate for the pupils, whilst also being appropriate to the pupils individual needs. Pupils have key topic areas that they are taught each term and these are linked to key festivals, faiths and traditions. During their lessons pupils should be encouraged to ask and answer questions, participate in discussions about key ideas that have arisen from their lesson, reflect on issues in their own lives and share meaningful experiences and beliefs with others and be given time to reflect on what they have been learning about. Pupils should also have opportunities to go on educational trips to visit the local Church or Gurdwara, as this will allow pupils to experience RE for themselves in real life. Also RE can be implemented through assemblies or theme days which allows inclusion for all pupils to experience events which support their knowledge and understanding of Religious festivals, faiths and traditions.
The impact of Religious Education for pupils within the Brook pathway can be observed through class recordings and tapestry logs. Also through pupils experiencing RE during their sensory sessions it allows pupils to have the opportunity to work on and achieve their individualised targets.
Pupils working on the Stream pathway are not formally assessed for Religious Education but impact in the subject can be assessed through photographic evidence in tapestry logs. Also during RE sessions pupils can develop skills and experiences which will support them in wider areas of the school curriculum and in their personal development too.
Pupils working on the River pathway are not formally assessed for Religious Education but impact in the subject can be assessed through photographic evidence in tapestry logs or through any written or symbol work or craft activities that have been completed during lessons. Also during RE sessions pupils can develop skills and experiences which will support them in wider areas of the school curriculum and in their personal development too.
Pupils within the Waterfall pathway are not formally assessed for Religious Education but impact in the subject can be assessed through photographic evidence in tapestry logs or through any written or symbol work completed in RE workbooks. By teaching the RE curriculum through our transdisciplinary themes, it ensures that all our pupils are given opportunities to develop skills and experiences which will support them in wider areas of the school curriculum and in their personal development too.