At Callington we follow the 2020 Cornwall Agreed Syllabus which has been created for Cornwall SACRE and approved by Cornwall Council. It provides a syllabus for RE which explains the value and purposes of RE for all pupils and specifies for teachers what shall be taught in each age group. It provides a coherent framework for setting high standards of learning in RE and enabling pupils to reach their potential in the subject.

 

The Cornwall Agreed Syllabus 2020 asserts the importance and value of religious education (RE) for all pupils, with on-going benefits for an open, articulate and understanding society. The following purpose statements underpin the syllabus, which is constructed to support pupils and teachers in fulfilling them:

- Religious education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.

- In RE, pupils learn about religions and beliefs in local, national and global contexts, to discover, explore and consider different answers to these questions.

- Pupils learn to weigh up the value of wisdom from different sources, to develop and express their insights in response and to agree or disagree respectfully.

- Teaching, therefore, should equip pupils with systematic knowledge and understanding of a range of religions and beliefs, enabling them to develop their ideas, values and identities.

- RE should develop in pupils an aptitude for dialogue so that they can participate positively in our society, with its diverse religions and beliefs.

- Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They should learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.

 

In EYFS, all areas of learning and development are important and inter-connected. These are stipulated in the ‘Statutory framework for the early years foundation stage’. The most relevant statements for RE are taken from the following areas of learning:

- Personal, Social and Emotional Development

- Understanding the World

 

Teachers should help pupils with SEND to overcome any barriers to participating and learning and make any ‘reasonable adjustments’ needed to include pupils. To make lessons inclusive, teachers need to anticipate what barriers to taking part and learning may pose for pupils with SEND. Some modifications or adjustments will need to be made or smaller steps to achieve the learning goal. Occasionally, pupils with SEND will have to work on different activities, or towards different objectives, from their peers.