Daily Collective Act of Worship
A determination has been granted by SACRE to Heybrook School and the school does not conduct Christian assemblies. Religious worship is in the form of general or personal prayers said either during assemblies or with the class teacher.
It is the DFE school’s intention that no parent should feel the need to withdraw a child from any lesson. Anyone who wishes to withdraw a child from R.E. lessons would do so by arrangement with the Head teacher.
DFE circular 1/94 paragraph 44 (withdrawn at wish of parents). Rochdale Agreed Syllabus:-
“We hope the scheme of work offered in school, will mean that parents will not feel it necessary to withdraw their children from lessons which constitute a valuable dimension of a fully rounded education.”
Heybrook currently has no children who are withdrawn from R.E. lessons.
R.E. encompasses the knowledge and understanding of oneself and others, showing respect and understanding of all the beliefs and religious practices which are studied. It promotes the spiritual, moral, cultural, mental, physical and philosophical development of pupils.
1) To ensure pupils develop a positive attitude and sensitive understanding of living in a multi-faith western society and encourage them to respect the beliefs of others.
2) To encourage pupils to search for meaning and purpose in life and help them to understand the importance of personal commitment, responsibility and moral development both in and out of religious belief.
3) To help pupils to cope with ultimate questions and to deal with the realities of human life with its joys as well as its difficulties and sadness.
4) To ensure our pupils understand the wide number of different beliefs which make up British and European society
Pupils should be able to:-
1) Listen, discuss and consider the important of stories from various faiths appropriate to their age and development.
2) Develop a sensitive understanding of religions, traditions and celebrations, visit places of worship, discussions, books videos etc.
3) Begin to appreciate the special use of religion in art, music and movement etc.
4) Share and enjoy the wonder and diversity of life and nature and the links between religious beliefs.
5) Explore their own personal beliefs and have opportunity to be able to explain them, share differences with other religions and recognise their value and place in our multi-faith society.
The School’s Community
The school community is diverse and is made up of many different types of believers as well as non-believers. The school seeks to respect all.
Curriculum Time allocation
The school has agreed the following time allocation for R.E.
Reception to Year 5 – 14 hours per year
Year 6 – 6 hours per year supplemented by Philosophy for Children.
The RE co-ordinator has ensured that all religions and Key Skills and Knowledge are covered in the planning for each Year Group.
Resources are divided between the Key Stages in the school and stored in Key Stage areas and teams. The RE co-ordinator takes responsibility to make sure RE is well resourced.sources
Assessment and Recording
Assessment takes place through the teacher having an on-going knowledge of the children’s contributions and their understanding of the information and tasks they are being given. Assessment is not based on spiritual beleifs.
Teacher’s grade the children against a set of criteria using the school’s traffic light colours of:
green for above expected attainment
orange for expected attainment for that year group
yellow for below expected attainment.
Parents receive this information on the child’s annual written report as well as having the opportunity to discuss this subject at our two parents evenings.
Heybrook School aims to provide a broad and balanced curriculum for all pupils. Teachers should aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. They will develop a more inclusive curriculum through:
Setting suitable learning challenges
Responding to pupils’ diverse learning needs
Overcoming potential barriers to learning and assessment for individuals and groups of pupils
SEN and Differentiation
1) Support from classroom assistants.
2) Differentiation by task according to individual needs.
3) Differentiation by resources.
If you would like any further details about RE at Heybrook, or to discuss your child’s progress in the subject, please feel free to contact the school and ask to speak to Ms Bukhari.