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Longcause Community Special School Learning for Life

RE, MFL

Welcome to R.E at Longcause!

 

RE is taught at every Key stage at Longcause. Although it is not a statutory requirement for every key stage 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. 


  

 

 

 

Curriculum

 

We have used the Plymouth SACRE resources to create our own RE curriculum  and rolling programme 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 (see below.) 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 encorporating 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. 

Coverage Map

 

The coverage maps for each phase ensure a breadth of learning and are based on the demographic in the locality. There is a different rolling programme 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, additonal breadth, and  progression and where 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 trasition 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.  

RE experiences at Longcause.

Festivals and celebrations.

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 ad joinging in with the acting and singing!

 

 

Welcome to MFL at Longcause!

 

MFL is taught at every Key stage at Longcause. Although it is not a statutory requirement for every key stage we  recognise the valuable role MFL has to play in providing our pupils with even more opportunities to increase their cultural capital,  experience , appreciate diversity, develop flexible thinking and positive attitiudes.  For these reasons our MFL curriculum has a cultural as well as language based emphasis. We feel it is important for our pupils to learn about their own language and culture, and the language and culture  of others in the wider world. We believe an MFL curriculum that combines language and culture can enable pupils to: 

  • Be better prepared to experience differences in language and culture locally, at school and when they leave Longcause; in education,socially  or in the work place. 
  • Be better prepared to respond to the difference they experience appropriately and positively
  • Be better equipped for potential travel and horizon widening experiences. 
  • Be more confident and competent  in unfamiliar situations.

 

 

Curriculum and Coverage maps.

 

The curriculum and rolling programme provide opportunity for learning language, and culture in the form of music,food, landmarks,flags and locating countries etc. We encourage pupils to make connections between other cultures and their own and to notice and appreciate similairites and differences.

Lower school pupils learn french language and culture, middle school  learn spanish and upper school choose their own languages and cultures to study based on the keen interests of the classes. 

MFL is taught through MFL days including time for phase 'Togetherness Time' to reflect on and share learning.

 

We also run a language specific group for those with a keen interest to develop French further in their time at Longcause.

 

 

 

 

                    

 

 

 

MFL experiences at Longcause.

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