RE Quality Mark
We are proud to announce we have achieved the REQM Silver award. This is an incredible achievement and we are extremely happy with the result.
Here is our official award certificate and logo
Letter of congratulations from Peterborough SACRE
Well done to all of the staff for their hard work and commitment to the teaching and learning in RE.
Please find below the evidence provided for REQM Silver Award.
Section 1 - Learners and Learning
B: How do we feel about RE in our school? a. b.
B and S: What are our BIG and BIGGER questions? a. b. c. d. e. f. g. h. i.
Year 2 - Stewardship Rules - What can we do as 'Stewards of God's World'?
Class Discussion Class Discussion
B: RE links to other curriculum areas and our local community links
Design your own Godly Play Y5
Remembrance Sunday
Explore Club
Eucharist Service
B: Using symbols, artefacts, art, drama, music
Sikh - Vaisakhi
Islam - Haji Pilgrimage - Pillars of Islam
Islam - Salah - Pillars of Islam
EYFS and Year 1 - Stations of the Cross
B: SMSC EYFS. Y1. Y2. Y3. Y4. Y5. Y6.
Visits to the Mosque
Special visit to the Cathedral with our Y3, with support from our local Reverends Carol and Andrew
Sorry Crosses - What sins do humans commit?
Thankful Pizzas - Who are we thankful for in our lives?
Enrichment Day - Creationism
We read the book 'Here We Are' and looked at our responsibilities as humans and as 'God's Stewards' of the world. We created posters to show the world God wanted and what we have. We also looked at what happened to the world during COVID-19 lockdown and the impact humans have on the world in normal life compared to a less busy life, staying at home in order to survive the worldwide pandemic.
B: Our Class Discussions
S: Connecting our learning
Jesus as a bridge between Heaven and Earth - the children made matchstick bridges.
St Francis Blessing - Pet day
Section 2 - Teachers and Teaching
Knowledge Organisers
Y1 Creation, God, Incarnation, 5 Pillars of Islam, Salvation, Belonging to Islam
Y2 Creation, Incarnation, Gospel, Belonging to Islam (2021), Faith and Celebration, Salvation, Belonging to Judaism
Y3 Creation, God, Incarnation, Belonging to Judaism (2021), Holy books, Salvation
Y4 Creation, God, Incarnation, Gurus and Seva in Sikhism, Salvation
Y5 Creation, Walk through the Bible (Old Testament), Incarnation
Y6 Creation, Walk through the Bible (New Testament), Incarnation
Skills and Knowledge Overview for RE
Planning Examples for Creation
Y1 Y2 (Digging deeper) Y3 Y4 (Digging deeper)
Planning Examples for Incarnation
Y3 Y4 (Digging deeper) Y5 Y6 (Digging deeper)
Planning Examples for World views and Other Faiths
Y1 Islam Y2 Faiths and Celebrations Y3 Holy Books Y4 Sikhism Y5 Buddhism
Assessment Sheets for Creation and Incarnation
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Classroom Conditions are created for Effective Learning
Enrichment days
Celebrating cultures at our school day
Festivals of Light Day 2020
Spirited Arts Competition - Where is God?
Safe Environment - Learners are valued and can express themselves
Question and discussion times
Plans for space and time - Spiritual Development
Time to think PP
RE Curriculum Long Term Plan
COVID response to LTP 2020-21
Enquires around BIG questions
Section 3 - Curriculum
RE Curriculum
Peterborough Agreed RE Syllabus
RE is imaginative and engaging for all learners
- Values
- Poverty circle
- Sponsored walk
- Godly play
- Role play
- Food and celebrations a.
- Freeze framing and drama
- Discussions
- Conscience Pies
- Thankful Pizza a. b.
- Walk Through the Bible Old Testament
-
RE Curriculum - Continuity and Progression of Learning
Examples of Planning
We use the Understanding Christianity Programme to help plan our Christian based units from EYFS to Y6. We use the 'Digging' deeper units for the even numbered classes as this allows for the core question to be revisited and learning to be developed further each year. (http://www.understandingchristianity.org.uk/)
Planning Examples for Creation
Y1 Y2 (Digging deeper) Y3 Y4 (Digging deeper)
Planning Examples for Incarnation
Y3 Y4 (Digging deeper) Y5 Y6 (Digging deeper)
Planning Examples for World views and Other Faiths
Y1 Islam Y2 Faiths and Celebrations Y3 Holy Books Y4 Sikhism Y5 Buddhism
RE - Promotes understanding of local, national and global faith and belief communities and stimulates learning
- Global Neighbours and Courageous Advocates Award
- Worship Leaders Award
- Multi-faith Enrichment Day
- Stewardship Enrichment Day
- 'Save our world' Protest
- Global Warming a. b. c.
- UNICEF - Paddington Series
- Black Lives Matter
- Call to Prayer
- Creative Prayer Series - 5 Finger Prayers, Rainbow Prayer, Family Prayer, Lord's Prayer
- Bishop Steven's Challenge
- Bishop Birton's visit from the Congo
- Zakat - Fundraising
- UNICEF - Speak out project
- Age UK
Resources
- Buddhism Resource and Artefacts Audit
- Christianity Resource and Artefacts Audit
- Hinduism Resource and Artefacts Audit
- Islamic Resource and Artefacts Audit
- Jewish Resource and Artefacts Audit
- Sikhism Resource and Artefacts Audit
- General Resources (texts)
RE - Significant Contribution to Curricular/Thematic Plans
- Art
- John's Gospel a. b. c.
- Botticelli - Mystic Nativity a. b. c.
- Bonnell and Verrachio - Baptism of Christ
- Psalm 8 a. b.
- Transfiguration of Christ a. b. c.
- Heaven a. b. c.
- Adam and Eve a.
- God's paint pot
- Pastel crosses to express emotion (PSHE)
- Trinity Triptych
- 10 Commandments Stone a. b. c.
- Rule Rocks
- Spirited Arts Competition
- Colour palettes in nature a. b. c.
- Reading, Writing and Stories
- Godly Play
- Drama Adam and Eve, Death on a cross
- Poetry - James Weldon Johnson a. b. c.
- Walk through the Bible: Old Testament (Y5) New Testament (Y6)
- Messiah Posters a. b. c.
- Scripture through art a. b. c. d. e. f.
- Design your own Godly play - Storytelling, Resources
- Key Language and the Trinity a.
- Puffin Class Grace Prayers
- Kingfisher Class Grace Prayers
- Creative Prayers
- Design Technology
- Matchbox Parables
- Jesus as a bridge a.
- Hindu clay Gods a. b. c.
- Raksha Bandhan bracelets
- Special Services
- Music
- Now Press Play
- Nature's Symphony
- Louis Armstrong 'What a wonderful world
- Mechanical and Relax - Creation
- Problem Solving
- Maze - God's instruction video 1, video 2
- 3d cube - God's instruction
- John 1:1-5 and Creation key words puzzle a. b. c.
- Food
Section 4 - Subject Leadership
Religious Education Policy
Collective Worship Policy
RE is well resourced
- Buddhism Resource and Artefacts Audit
- Christianity Resource and Artefacts Audit
- Hinduism Resource and Artefacts Audit
- Islamic Resource and Artefacts Audit
- Jewish Resource and Artefacts Audit
- Sikhism Resource and Artefacts Audit
- General Resources (texts)
SMSC Development
Stakeholder Groups Involvement
St Michael's Ark Preschool
Section 5 - CPD
School Training and Meetings
Nov 2020 Nov 2019 Jan 2019 Governors Enrichment 1 Enrichment 2
Action Research Project
Who started it?
In 2018, Reverend Anne taught the EYFS and KS1 children about the Eucharist in church by showing the children the 'Last Supper' story through Godly play. The adults and children were completely engrossed and listened so carefully to the story it was like a revelation. Following this I decided to research a little more in the area.
Research in the project
There are lots of sample videos on youtube, websites and resources readily available to develop Godly play in schools and primarily in churches. It was easy to see that although many people have a different style, it is important to ensure the atmosphere is calm, you have a focal point, something to bring the children's interest, not overloading with resources, sitting in a circle as a community and using a quiet voice to keep the children interested and focussed.
How did it begin in school?
I trialled a Y2 Godly play lesson focussing on the Easter story. It was developed over two lessons as there is a lot to cover and I wanted to make connections to Jesus' life story before coming to the end of his life. The children were sat in a circle. To calm the atmosphere I closed the blinds, switched off the lights and demonstrated breathing deeply for a few moments. Then after long pause, I presented a gold box (which contained the first part of the story). I set the scene and told the children we would be learning about the life of someone special, who people called the Hebrews had waited many years for, the special one, the Messiah, the Saviour, the one to fix the distance between God and humans. The children were familiar with the vocabulary used so knew it would be about Jesus. I placed my hands gently on the box, paused for a moment, stroked the top of the box and told the children it was one of the most special stories ever told from the Bible. I then open my box and removed the candle which I preceded to light. This is all about focussing the children, giving them connections to their prior learning and keeping them calm and interested into what happens next. I told them the 'light of the world' was how Jesus is described in John's gospel and we invite him into our lesson today. Then using small square pieces of felt and tiny objects to represent each part of the story I told them about Jesus' birth and life events leading up to Palm Sunday, Maundy Thursday and the Last Supper where Judas left the meal. This kept their interest and they wanted to know what was going to happen next. I kept asking them 'I wonder...' questions to keep their attention and invited them to share at different times. I asked the children what they thought was interesting, puzzling and confusing so they understood that at times we do not have answers but it is good to ask more questions. This was a fabulous experience and a wonderful way to teach the story in an interactive and creative way which kept the children's interest and wanting to know more. It was important to think about the coloured felt I used and made connections to this in the story too, for example blue for the Baptism of Christ to emphasise the importance of water or black for the death of Christ (in week 2) to represent the sky turning black when Jesus took his last breath. The children kept focussed and could successfully retell the story the following week and weeks after due to the connections of colour, objects and story telling in this manner.
How did it develop in school?
Following this lesson, I changed it slightly for the EYFS and Y1. I needed to use something simpler for the younger children who may have not heard the story before, they needed 5 basic parts - Palm Sunday, Last Supper, Garden of Gethsemane, Death on the Cross and Jesus is Risen. This time I created boxes, decorated the internal parts to match the setting of the 5 parts of the key storyline. I positioned the children in front of the boxes which were turned backwards, the internal of the boxes could not be seen. I lit the candle using the same language as before so they become familiar with the vocabulary and what it represents. The boxes were then turned, one by one and the story would unfold using small wooden characters and objects to dress the scenery one by one. The youngest children at the age of 4 stayed focussed and on-task for the entire storytelling session. Teachers and TAs were engrossed too. The impact was great because the following year, the children could confidently talk about the key events and were ready for the story to be expanded further by year 2.
How has it impacted children's learning?
I now use Godly play teaching in every year group. I experimented using Godly in Year 3 for telling the story of Noah, it was fantastic and they started to ask more 'I wonder...' questions and deepened their understanding of story.
I then used Godly play in Year 4 for Abram, again the same response and they wanted more stories from the Bible. They would ask every lesson if I was going to bring my gold box and they cheered when they saw I had it for the lesson.
http://www.stmichaelschurchschool.co.uk/gallery/?pid=43&gcatid=71
Then the children in Year 5 asked if they could have a 'gold box' lesson. So I told the children a few parable stories at the end of the lessons as a reward for their learning and they were just as engrossed in the storytelling as the children in Reception.
Then 2 weeks before the COVID lockdown they asked if they could create their own Godly play to teach the younger aged children. I prepared all of the resources and told the children to choose a story from the Old Testament using their knowledge from their 'Walk through the Bible' lessons. They had to design, make, create and tell a story using Godly play, asking relevant 'I wonder...' questions and ensure they were telling the story correctly. They all did very successfully, working in mixed ability pairs and the picture evidence shows how the children really thrived and demonstrated good understanding of the stories they chose. It was just very unfortunate that due to the COVID lockdown in March 2020 the children did not get to share their story with the younger pupils. This however is now part of the year 5 planning.
The method of storytelling has now expanded further to being more creative through prayer too. During the COVID lockdown, the RE and Collective Worship programme came together and the children's learning was all about different ways to be creative in prayer. The 'Creative Pray' programme has also been shared with Peterborough CROPs and it is on their website to support other Christians in response to the lockdown situation. Examples of the school and home learning can be seen below.
How has it impacted adult's practice?
Teaching staff have seen how 'Godly play' is shared and taught in RE learning through a staff meeting as RE is taught during PPA time.
TAs are often in the classroom during PPA time and witness more of the 'in lesson' teaching however they have also been trained during the TA meetings so all of the school has been part of the 'Godly play' in-house training.
We also have a TA who is currently on the Initial Teacher Training course and she used Godly play during a recent university observation. The observation was a massive success and they were amazed by how long the children were engrossed in the storytelling and the quality of work they produced as a result of the Godly play.