RE (Religious Education)
At Waingroves Primary School we follow the Jigsaw Scheme of work. Our belief is that, using an enquiry-based model well, children’s critical thinking skills can be developed, their motivation to learn increased, and their knowledge and understanding of, and empathy with people and their beliefs, religious or otherwise, will be enhanced. This approach takes very seriously the philosophy that children are free to make their own choices and decisions concerning religion and belief. RE does not try to persuade but rather to inform and develop the skills with which evaluation can take place.
Each term we have a key question. The key question for enquiry is such that it demands an answer that weighs up ‘evidence’ (substantive subject knowledge) 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 in itself. Jigsaw RE focuses on critical thinking skills, disciplinary knowledge and personal reflection on the child’s own thoughts and feelings, on growing subject knowledge and nurturing spiritual development.
The children start from their own experience to ensure understanding of the concept being studied then move into investigating that concept in depth from the point of view of the chosen religion. This continues over three lessons of investigation and discussion throughout Step 2, which embeds subject knowledge. These lessons not only support the children with embedding their RE knowledge, but also contribute to their oracy and critical thinking skills. Exposure to and analysis of religious texts can also enhance their reading, comprehension and inference skills. In Step 3, they complete an assessment activity to evaluate the question again in light of their new knowledge, and have further opportunities to embed their own reflections on the learning in Step 4. The recommended Jigsaw RE model for Key Stages 1 and 2, of studying Christianity plus one other religion in each year group, means both religions have multiple enquiries (or 6-week units) per year. This ensures that the children revisit prior learning for both religions throughout the year to build on the previous enquiries, and Christmas and Easter enquiries are built on year-on-year throughout the child’s primary school journey. In addition to this, the depth of planning provided by Jigsaw RE frees up teachers to plan support and extension with detail and attention to their individual children. Learners can be scaffolded, and any individual needs can be supported where necessary. Greater depth children can be challenged to ensure that they are being given the opportunities to enrich their learning further.
Assessment in Jigsaw RE is both formative and summative. Clear colour-coded learning objectives within the planning allow the teacher to be mindful of the assessment elements within that step that can formatively help them pitch and plan subsequent lessons, and also the content which can contribute to the overall summative assessment completed in Step 3 and when the unit is completed. The three colour-coded aspects are:
Green: Personal resonance with or reflection on the concept/belief underlying the subject matter of the enquiry. The child’s own thoughts, opinions, belief, empathy. (Personal development).
Blue: Knowledge and understanding of the subject matter of that enquiry (substantive/ subject knowledge)
Red: Skills of evaluation, research, critical thinking in relation to the enquiry question (disciplinary knowledge)
