Twitter

24/09/21

Reading is at the heart of everything we do and the love for reading very apparent at HPAB - even at breaktimes! https://t.co/2QqNqiCu4y

23/09/21

'Never stop reading' is our message here at HPAB! Our Year 6's have got off to a flying start completing their bookmarks already! https://t.co/tTdlOFbpea

20/09/21

Reading is a key priorty for us at and we encourage reading in our staff room with our staff sharing library. Reading is all around us! https://t.co/OiSpS5nW4O

17/09/21

Year 2 have been settling back into school life at HPAB and approaching learning with enthusiasm and joy! They have been reading Amazing Grace and have written a description of the main character using features from the author’s work. https://t.co/7T6HWbWExT

17/09/21

This week we look at the work Year 4 have been doing and they have been really busy writing letters to the author of Anna Hibicus. They have written letters asking question and they are hoping for some answers too! https://t.co/aCx7qq0ma4

14/09/21

Year 2 have been settling back into school life at HPAB and approaching learning with enthusiasm and joy! They have been reading Amazing Grace and have written a description of the main character using features from the author’s work. https://t.co/9CH1Y1NEmU

14/09/21

Our new to Reception children enjoyed a little bit of creative play today in the mud kitchen....yummy - what's for dinner? https://t.co/r8UG7uL66H

13/09/21

We are proud to announce our Uniforn Swap Shop is now open. Please contact the office for an appointment. Working together as a community https://t.co/S94qRUfxD4

13/09/21

We are committed to making our community the best it can be. We share any left over lunches with our families and neighbours. 'A small act of kindness can have a large impact https://t.co/5WWya1VMfj

10/09/21

The first week back at school and all children have settled into the school routine. In assembly we read the book 'I promise' and we all made our own learning promises. Thank you for the inspiration! https://t.co/Iw0VTnmuXk

10/09/21

Our first Principal awards of the year were given out today. They are being worn proudly after receiving them for hard work, reading or kindness! Well done! https://t.co/Jvb7w5JAQh

06/09/21

A fantastic way to start our Monday with a whole school assembly. We discussed reading and our learning promise for the year! https://t.co/aTjfHDwHiX

03/09/21

A great new staffroom ready for our staff at HPAB. https://t.co/fW41gy99af

03/09/21

All set today for welcoming back our children. https://t.co/MRNDtGMWWG

02/09/21

Reading areas are looking ready to welcome our children back tomorrow https://t.co/MSQ4ObSDXh

02/09/21

Day 2 of Inset training today for our wonderful We are really looking forward to welcoming back all of our children tomorrow. https://t.co/WRAf7lEZNN

01/09/21

Team building in process...a scavenger hunt - Teachers Addition! Lots of fun on the first day already! https://t.co/966X4KvcKN

01/09/21

We are welcoming back all of our staff with a wellbeing gift that will last the year! Essentials for a teacher...water bottle, sweets and a pen! https://t.co/KXPFL6z1y6

27/08/21

It's the final day of our Year 6 Summer School and we are so proud of our children! They have revised figuarative language, written short stories, added/subtracted fractions and also revised stratiegies for calculating using the 4 operations! Well done!

24/08/21

Day 2 of Year 6 Summer School starts today with some reading and extracting answers from the text. https://t.co/FLEHybQXfi

Harris Academies
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Religious Education

Intent: Introduction, Vision and Philosophy

The purpose of this document is to clarify the how, why, and what of Religious Education teaching at Harris Primary Academy Benson. This is to be used by staff to clarify expectations, highlight the resources that we have at our disposal, and to ensure that a high-quality R.E curriculum is being taught to all.

When studying RE, you need:

  • To discuss – debate and conversate about issues that relate to different religions and cultures.
  • To be critical – able to identify problems, discrepancies and contradictions relating to people’s faiths.
  • To enquire– able to question and ask for justifications.
  • To be inquisitive – want to know why, and how things work.
  • To be appreciative – able to respect other people’s faiths and cultures.

The UK has a rich heritage of culture and diversity. This is continuing today in an era of globalisation and an increasingly interdependent world. Religion and belief for many people form a crucial part of their culture and identity. Religion and beliefs have become more visible in public life locally, nationally and internationally. The impact of religion on society and public life is constantly brought to public attention through extensive media coverage. The rapid pace of development in scientific and medical technologies and the environmental debate continue to present new issues which raise religious, moral and social questions.

At HPAB, we want all children to be inspired to look at their own faith and share their traditions as well as explore their peers’. Children are taught to understand and respect the beliefs of others. We also want them to learn about the world’s major religions and cultures through tales and facts.

At the end of each unit, a quiz will be taken to ensure that all children have retained the relevant knowledge from the unit taught. 

Implementation: What does Religious Education look like at HPAB?

Discovery RE is a set of detailed medium-term plans for RE from EYFS to Years 1/2 to Year 6. It adopts an enquiry-based approach to teaching and learning. Christianity is taught in every year group, with Christmas and Easter given new treatment each year, developing the learning in a progressive way. Hinduism, Islam, Judaism and Sikhism are also covered. The overview grid shows the long-term plan, with choices needing to be made as to which religion to teach alongside Christianity in some year groups. The planning model used in Discovery RE is aligned to that recommended in most agreed syllabi, i.e. a 6-part planning process focusing on a 4-step enquiry. Each enquiry demands the equivalent of 6 lessons but teaching time could be blocked over perhaps 3 half days to enhance learning. Each enquiry has a learning objective which shows the learning over the enquiry and SMSC (Spiritual, Moral, Social and Cultural) development opportunities are mapped throughout.

R.E builds on the Early Learning Goals for Understanding the World within the EYFS. As R.E is a statutory subject, all classes teach and learn R.E at least once a week. HPAB’s Long-Term Overview for Religious Education is shown below as well as it’s link with the Croydon Agreed Syllabus to show full coverage of the curriculum.

Please click here to see the curriculum overview for RE

The teaching of R.E at HPAB places enquiry at the heart of learning. Each unit is planned so that it;

  • is engaging and sets a purpose.
  • allows time for children to draw conclusions and reflect.
  • allows time for children to re-consider their opinions and views.
  • allows children to justify their views respectfully than simply expressing their personal feelings.

The teaching and learning of R.E also offer children the opportunities to develop their SMSC skills by;

  • Gathering insights into the impact of beliefs, practices and values, and whether they might be healthy or unhealthy.
  • allowing pupils to explore the value of safety in relation to attitudes to authority, property, relationships and the impact of ideas, and to develop social skills and empathy for others in considering these issues.
  • fostering a sense of self-awareness, belonging and identity that manifests itself in positive participation in school and community life.

Unit

We use the Discovery R.E scheme of work to plan Medium term plans as well as individual lessons. Discovery R.E implements a four-step enquiry for each of its units; Engagement, Investigation, Evaluation and Expression. The learning question for the enquiry is an attainment target 2 (impersonal) question, needing an answer that weighs up ‘evidence’ and reaches a conclusion based on this. This necessitates children using their subject knowledge and applying it to the enquiry question, rather than this knowledge being an end.

Typical Lesson

Teachers would adapt and develop plans from the medium term planning into a PowerPoint. Teachers also have the freedom to use interactive resources online to aid them in their planning. Typical lessons may also include having a range of hands-on resources for the children to explore.

Step 1: Engagement (1 lesson)

Share a story (maybe a personal example using a photo of a lost pet/relative) with the children about what happens when we die (alternatively start with seasons, reflecting how nature dies in the Winter and returns to life in the Spring). Reassure children and discuss children’s beliefs, including heaven if that is what they come up with. Talk about how, even if we can’t see the person, we can see them inside our head and in our memories. Questions: Have you ever lost a pet or someone close to you? How do you help yourself remember them? How do you cope with sad feelings? End lesson with happy memories.

Impact: Evidence and Assessment

At Harris Primary Benson children have the opportunity to record their learning in a variety of ways, which is recorded within their RE books. Evidence of the learning is dependent on the lesson outcome, year group and the skills and knowledge being developed. Core knowledge of each unit is supported by a knowledge organiser which details the key learning points, vocabulary and key questions. It is our expectation that the knowledge on our organiser is known by all.

Our teachers rely on a range of assessment tools to provide data on the knowledge and skills pupils have, their progress and their development points.

This includes:

  • assessment for learning
  • challenge tasks
  • enquiry tasks 
  • standards of learning in books
  • end of unit questions and quizzing
  • pupil voice

Recording of learning in teacher books is used to monitor progress and impact.  Throughout the course of the lesson the class teacher (and support staff where present) will move around the class, offering support/challenge where needed so that each child is receiving direct feedback during the lesson, with notes recorded to monitor understanding and progress.

Each unit of work will also end with a short quiz to assess the knowledge and understanding of the topic taught, this will be re visited throughout the year so that valuable knowledge is retained.