RE is taught at every Key stage at Longcause. We recognise the valuable role RE has to play in providing our pupils with even more opportunities to increase their cultural capital, experience and appreciate diversity, develop flexible thinking, positive attitiudes, british values and their social, moral and spiritual learning.
At Longcause pupils experience a curriculum written to enable them to learn about themselves and others, what people feel, believe and value and what effect this has on the way people live their lives.
More specifically we want them to develop an awareness of their feelings, beliefs and values and those of other people. We want them to recognise differences and similarities in the way people live and why. We want them to have the skills to learn about and from religious and non religious world views. And ultimately be able to leave Longcause with increased understanding, empathy, tolerance and respect.
We have used the Plymouth SACRE resources to create our own RE curriculum and coverage map and tailored it to meet the needs of our pupils . Our curriculum has a main section and a further section for pupils needing additional challenge. The curriculum lends itself to pupils experiencing RE through all types of media such as art, dance, drama and visits to places of worship. Pupils are encouraged to share their own beliefs, ideas and values and to listen to those of others, showing respect for one another. They are also encouraged to make connections between the beliefs and cultures of others and their own lives.
Our main curriculum is arranged in sections headed Connection, Knowledge, Senses, Symbols and Values from the 5 Keys Planning model which is the part of the Plymouth syllabus recommended for teaching pupils with SEND. The aims found in these sections cover early knowledge and skills for our pupils who are working at pre KS1 objectives as well as incorporating some of the skills and knowledge from the main teaching and learning approach from the Plymouth syllabus . These are found under the headings of 'Making sense of beliefs,' 'Making connections and 'Understanding the Impact.' Additionally, there is a section for 'Gaining and deploying the skills and attitudes needed for studying religious and non religious world views.'
In order to be even more aspirational for our pupils, we have also included a 'Further' section to our curriculum. This will allow pupils with a particular passion or talent for RE to access any or all the skills and knowledge available in the Plymouth syllabus.
5 Keys Planning Model.
We use our curriculum to inform our '5 Keys Planning Model.' This is the model recommended for teaching SEND pupils it begins with the unique individuality of the pupils, and provides rich experiences of religion and spirituality. For many pupils we would use the planning model to deliver the very core knowledge and values of religious and non religious groups encouraging pupils to make links with their own lives. Pupils needing additional challenge would still be taught using the model as it ensures a breath of coverage within a unit but our main and further curriculum allow for pupils to learn and excerise additonal skills within the areas set out in the 5 Keys planning model.
The coverage maps for each phase ensure a breadth of learning and are based on the demographic in the locality. There is a different coverage map for each phase in the school. The lower school coverage map is centred mainly around festivals and celebrations with some thematic units. We planned the units to fall at or around the time of year that the festivals actually happen, where possible. This allows for a more real life learning experience and for us to make learning as concrete as possible. In middle school there are more thematic and cross faith topics as well as new festivals, celebration and religious groups. This allows for rehearsal of areas they may have started to learn in lower school, additional breadth, and progression as it is needed. During terms 5 and 6 there is a ' Who am I? Where do I belong unit?' This happens yearly because we feel it is so important for our pupils to revisit this as they change throughout school life. It also supports our pupils through the time of transition to their new classes helping them to understand themselves, their feelings, their likes and dislikes, needs and wants and those of other people. It helps them to understand where they belong, to develop a sense of belonging and to start to think other other places they could or might like to belong.
The upper school coverage map is entirely thematic and covers a range of religious and non religious groups.
Three times a year we hold specific celebrations at the local historic church at Plympton St Maurice. We celebrate Harvest, Christmas and Easter every year. We love to see all the pupils across the school taking part in our celebrations using songs, music and movement,drama and poems.
We have visitors from 'Open the Book' come to teach us about harvest, Christmas and Easter each year. The children love listening, watching and joining in with the acting and singing!