Mill Ford School

RE/Cultural

Religious and cultural education at Mill Ford encourages pupils to develop their sense of identity, to understand the identity of others and to recognise similarities and appreciate differences.   As well as promoting spiritual, moral and cultural development. The teaching of RE is broadly based on the Plymouth Agreed Syllabus but adapted to meet the learning needs of pupils with severe learning difficulties.

 

The teaching of RE is a legal requirement under the Education Act (1996) which requires that RE should be taught to all pupils in full-time education in school except for those pupils withdrawn at the request of their parents (details to be found in DCSF publication).

 

Due to their learning difficulties pupils in EYFS/KS1 are taught via topics, which ensure pupils learn about the world around them, who they are, who their family is and their friends. The topics enable pupils to explore things they like and are important to them and things that others like and are important to them. Learning goals in EYFS and KS1 are based on addressing pupils barriers to learning. This will support them in making academic progress and moving towards a more formal, subject based curriculum in KS2 or 3 if right, relevant and realistic for them.

 

In KS2 RE is also taught via a topic approach, which enables pupils to build on their learning from EYFS/KS1 and consolidate their skills and knowledge so that it is committed to long-term memory. The exception to this is our informal learners who learn in a non-subject specific manner that develops the 5 areas of engagement. During topic-based lessons informal learners will focus on developing their exploration, realisation, anticipation, persistence and initiation via a sensory-based curriculum.

 

For formal and semi-formal learners in KS2 each topic has themes that enable pupils to increase their understanding of different religions and religious traditions, as well as giving them the opportunity for personal reflection, spiritual development and a sense of their own identity. Progress for semi-formal and formal learners in RE is based on addressing their barriers to learning. This will support them in making academic progress and moving towards a more formal, subject based curriculum. We also track progress in social skills, which complements progression in RE.

 

In KS3 RE is taught in a subject specific manner that enable pupils to build on their skills and knowledge gained in previous key stages. The autumn term always focuses on charities and supporting others using the EQUALS Schemes of Work. In the Spring term the focus in on multi faiths and in the Summer term the focus is more broadly on personal faith and/or religious stories . Each term the EQUALS schemes of work helps develop progression in RE and cultural understanding.

 

In KS4 pupils continue to follow Equals SoW but from the KS4 curriculum and areas covered are:

 

How should I behave towards others?

 

How can we be reflective?

Why should we look after the environment?

How can I speak up for myself and the world?

 

Who is an inspiration today?

How do communities celebrate growing up?

 

 

In KS5 pupils working within the formal curriculum discuss current affairs and reflect on those related to cultural and religious topics. They are always taught to be accepting of difference and are given every opportunity to express their views and listen to the views of others. All pupils also join in with key religious events in the school calendar and get reflective time.