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The principal aim of RE at Lamerton is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living. Our vision of ‘Planting seeds of hope in our community, together we dream, believe and achieve’ is realised in our teaching of R.E. Our pupils enjoy learning about the stories that Jesus told us. We have chosen the parable of ‘The Sower’ to inspire and underpin our vision which runs through the heart of our school. We work to build a caring, inclusive community, in which we can all grow and flourish under God’s guidance.
The sower sowed his seeds in different types of ground. The path meant that the seed could be easily snatched by a bird. The rocky ground meant the roots could not grow deep. The thorny ground smothered and choked the plant but the seed sown in good ground, grew well and provided a plentiful crop. No matter the changes in temperature or weather, the good soil gives the seed exactly what it needs to grow, be healthy and have deep roots.
We strive to provide the good soil for all our children to flourish. We care for all our children and support them to care, learn and grow. We believe our purpose is to nurture and enable every one in our community to flourish as this will enable children to be the person they are fully capable of being. We articulate this as ‘Dream, Believe, Achieve’. We desire to aim high, with courage to dream.
The Religious Education curriculum is led and overseen by the R.E. lead. A regular programme of monitoring, evaluation and review and the celebration of good practice will contribute to the ongoing commitment to evolve and improve further.
We follow the Discovery RE teaching sequences, underpinned by the core concepts of Understanding Christianity. Teaching is through the exploration of a key question, and follows an enquiry-based approach.
We study Christianity and one other world religion every year: in KS1 this religion is Judaism; in KS2, Islam, Judaism, Hinduism and Sikhism.
There are four steps in teaching and learning:
By following these four steps, it promotes religious literacy by encouraging the children to gain knowledge and understanding of a range of religions worldwide. Using balanced discussions about religions and beliefs, the children develop consideration in regards to belonging, believing and behaving.
Other ways in which we promote a broad religious education is by reading stories, using real life examples that are in the news and bringing children’s attention to celebrations and traditions from around the world. This will ensure that all children understand the British values alongside excepting others’ beliefs.
‘Understanding Christianity’ focuses on a small number of core concepts in order to enable a deeper understanding by pupils. It ensures coherence by selecting core concepts which reflect a view of biblical Christianity as following a salvation narrative. It uses a ‘spiral’ curriculum, where pupils revisit these core concepts in different contexts as they move through the school. These varied encounters deepen pupils’ understanding of the meaning of these concepts within the overall ‘big story’ of the Bible. It explores ways in which belief in the core concepts has an impact on the diverse Christian community and on the individual lives of Christians. It weaves in opportunities for pupils to reflect upon these ideas in relation to their understanding of religion and belief, including their own responses.
At Lamerton, we seek to ensure that all children in our school are educated to develop spiritually, academically, emotionally and morally to enable them to better understand themselves and others and to cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world. Through their study of religion and world views, children will develop the knowledge, understanding and appreciation of a range of faiths and non-faith beliefs; they will recognise that these beliefs and practices are important to people and impact the way they live. Through this understanding, children will develop compassion and tolerance for the beliefs of others.
Our RE lead is: Melody Sterry
Our principle aim of history is that through the teaching of history skills, knowledge and understanding, pupils learn about significant people, events and places from both the recent and more distant past. They learn about change and continuity in the local area, in Britain and in other parts of the world. Children think critically about fact and opinion and use different sources of information to help them investigate the past both in depth and in an overview, using dates and historical vocabulary to describe events, people and developments. Where possible, use is made of the local environment and community, and children learn that the past can be represented and interpreted in different ways.In line with the 2014 National Curriculum: History Programme of Study, we aim to ensure that all pupils:
The curriculum is led and overseen by Mr Johnson. As history lead, a regular programme of monitoring, evaluation and review and the celebration of good practice will contribute to the ongoing commitment to evolve and improve further.
The teaching, learning and sequencing of the history curriculum is as follows:
Progression is set out in order to build and develop the following:
History is encompassed in the EYFS through Understanding of the world which includes Past and Present, People, Culture and Communities and The Natural World. At Lamerton and Gulworthy children begin and continue to develop an understanding of history through topic-based learning. In addition, we encourage children to reflect on their own special events and express their own past experiences. Children have a leaning environment enriched with topic based historical resources to enhance children’s senses and curiosity and to incorporate into their imaginative play. A variety of themes help children to develop an understanding of their own identity, similarities and differences in both appearance and cultural routines. Furthermore, PSED allows children to discuss with each other their feelings and understanding of the world through their own experience. In addition, the Characteristics of Effective Learning within the EYFS, encourage children to explore their world around them. By engaging with objects and environments that they see, teachers encourage children to explore, question and develop curiosity about the history and significance surrounding them.
Through the teaching of geographical skills, knowledge and understanding, pupils better learn about the interaction of human beings with their environments at a variety of scales from local to global. At Lamerton our geography curriculum will engage and motivate children to see the world through the eyes of young geographers.
We will deliver a curriculum that:
The curriculum is led and overseen by Mr Johnson. As geography lead, a regular programme of monitoring, evaluation and review and the celebration of good practice will contribute to the ongoing commitment to evolve and improve further.
The teaching, learning and sequencing of the geography curriculum is as follows:
In the EYFS Geography is encompassed in ‘Understanding of the world’ and incorporates children understanding of Past and Present, People, Culture and Communities and The Natural World. From an early age, the children at Lamerton learn about different cultures, beliefs and routines. Children explore what makes them unique as an individual as well as discussing similarities and differences of their homes and families and their environments. Our environment is decorated with images, stories, and objects from different places, providing children with many opportunities to explore and engage in different ways of living. Utilising our indoor and outdoor environments children are encouraged to explore the different features of their natural world and investigate how things change throughout time as well as enquiring what homes natural objects can provide. We promote methods of caring for the wider world beginning with recycling, whilst also modelling respect for living things and encouraging children to think about how we can make the environment safe and pleasant for all living things.