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RE and Equality

Religious Education

 

INTENT (Vision)

To provide a curriculum which covers a broad range of religions and worldviews in which children encounter living faiths and traditions. To inspire and engage all learners through enquiry based learning, providing children with the skills and knowledge to understand different beliefs and practices.

 

 

 

IMPLEMENTATION

  • Key questions are used at the start of each RE unit to provide context and motivate children about the learning that is about to take place. They are used to generate thoughts, reflections and discussions, allowing where possible for the existing knowledge of the child to be taken into consideration within that unit.
  • RE is taught using a cross curricular approach, children will have the opportunity to explore key questions creatively through art and design, science and literacy.
  • As part of enquiry-based learning in RE, children will have access to different religious artefacts and can explore the meanings and practices associated with them.
  • The teaching of the RE curriculum is enhanced by having visitors of different faiths and worldviews. Children have the opportunity to ask questions and engage in discussions to develop their understanding of different beliefs and practices.
  • British Values are embedded within the teaching and learning of RE. Children are encouraged to share and ask questions about their own values and beliefs with others. Children are encouraged to celebrate diversity both within the school community and the world around them.
  • In accordance with the Trafford agreed syllabus for RE, our curriculum allows children to explore key questions across the three main strands: living, believing and expressing.
  • All work is celebrated within individual RE books, allowing the children to have the opportunity to share their own reflections and understanding of RE.
  • A daily act of worship is carried out in school which is of a broadly Christian nature. This provides children with the opportunity to reflect upon spiritual and moral issues and explore their own beliefs.

 

IMPACT

The principal aim of religious education (RE), is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions as well as develop responses of their own. This should enable our pupils to:

  • Know about and understand a range of religions and worldviews.
  • Express ideas and insights about the nature, significance and impact of religions and worldviews.
  • Gain and deploy the skills needed to engage seriously with religions and worldviews

Equality

In accordance with the school vision and mission statement the school undertakes to:

 

• Respect the equal human rights of all of our pupils

• Educate them about equality

• Respect the equal rights of our staff and other members of the school community.

 

In order to support the above, we work on specific equality objectives, in accordance with the Equalities Act 2010 which enable us to focus on those areas where we have agreed to take action to improve equality and tackle disadvantages.

 

Our current targets are:

 

Target 1: To gain a greater awareness of disability to ensure that all pupils are able to access the curriculum and develop at their own pace, with a staff that understand how to provide appropriate support.

 

WHY?
  • We currently have over 20% of the school community on the special educational needs register
  • We have more specific disabilities within the school community- e.g cerebral palsy
  • We have increased numbers of children who require emotional support within the school
HOW?
  • Train staff on disability sport so that they can lead PE sessions with the children and provide a greater understanding and awareness through PE
  • Link disability sport to PE week and invite a paralympian into school to support the children's understanding further.
  • Make disability sport a feature within the PE curriculum
  • Ensure that we have a trained mental health first aider in the school
  • Make staff more aware of issues related to mental health and how we can support children further
  • Create a mental health policy which highlights how we will support children's mental health within school 
  • Improve the way we provide intervention in the school to support children's mental health
  • To ensure that we uphold and develop the dyslexia principles in the school further
  • To ensure that we train staff further on supporting specific disabilties within the school
  • To continue to promote children's understanding of disability and accepting differences through PHSCE and assemblies
OUTCOME?

 

Target 2: To further promote pupil, staff and parental voice to ensure that we listen to and address any areas where equality doesn't sufficiently exist.

 

WHY?
  • So that the whole school community feels a part of decisions that are made within the school and to ensure that areas, that may not be obvious, where change needs to happen, does.
HOW?
  • To capture voice in ways beyond a questionnaire so that staff, parents and pupils feel listened to in other ways- staff meetings, parental workshops, pupil groups
  • To involve staff, parents and children more in changes that need to be made within the school to make it even better
  • To improve the work of the school council in school and for the school council to meet with another school council to share ideas
  • To look at how we can promote children's rights; how they are valued and promoted by considering how to become a UNICEF rights respecting school
OUTCOME?  

 

Equality Policy

Mental health and wellbeing policy for children

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