St Vigor and St John Church of England Primary School Chilcompton, Somerset

1. St Vigor and St John Church of England Primary SchoolChilcompton, Somerset Weare building a sustainable communityof adventurous lead learners

2. Beliefs/Values Key beliefs, values, being human and unique Being ‘bothered’ Beliefs about learning What? How? Why? for each Connectedness Relevant, linking. Rootedness/grounded in the community/ environment and beyond, Building concepts and big ideasthat relate personally - creativity Questing Asking questions, being curious, seeking answers. Search for meaning. Worthy agendas. Creative, adventurous ideas. ‘A sustainable community of adventurous lead learners’ Relationships Collaboration, power of the cooperative, well being, dispositions, attitudes, skills The curriculum we provide must celebrate and further enable these behaviours to develop. We have a belief that if we behave in particular ways we will be successful in making our vision real.

3. Research Questions What’s it like to live in Ghana ? How can I be a good story-teller ? How can I tell others about myself by making a portrait gallery ? How can I make an information leaflet about keeping healthy for the children Who visit the doctor’s surgery ? How can I grow and share my ideas about change in a workshop? What’s happening in the world around me and what’s my responsibility towards it? What was it like to be a child in World War I ?

4. Focus Weeks Global week Belief week Democracy week Sustainability week Adventure week Diversity week Peace week

5. So how can focus weeks specifically support learning in RE?

6. Identity Diversity Focus Week I am unique and have my own talents – e.g. ‘me boxes’ I respect other people’s uniqueness and their talents. I know diverse stories from different cultures which tell me how to behave well as a human. I recognise there are stereotypes e.g. gender, race, disability I can challenge a stereotype and explain my reasoning. Learning dispositions: Interdependence Reasoning Questioning Making links Empathy & listening * Recognising, celebrating and exploring issues about diversity within our community Diversity Communication I/we can tell a story which offers a piece of wisdom to ‘foolish human beings' (through e.g. drama, dance, poetry, song, written in a book, film) Problem-solving I can find out about different cultures within my local area e.g. Polish, Portuguese, We can develop and respond to diverse ideas in response to a ‘thing’ (different culture), a picture (situation) an issue (school/community/globally based) Creativity Identity Communication Enquiry/Prob.Solving Creativity

7. If we work together, The world all as one We can stop all the fighting the wars that‘ve begun It doesn’t matter ‘bout colour Religion or race It’s the person inside Not just the face

8. So let’s all be equal Let’s give it a try Let our words create smiles Not people who cry Let’s get rid of hatred And all be as one In a world where it’s peaceful And love everyone.

9. How can we develop a more creative curriculum that makes RE more ‘questful’ and ‘connected’ for pupils and staff? What do we need to do?

10. FS/KS1 Unit 4: Friends Family & Community Learning opportunities: • This unit explores ideas of those aspects of human nature which relate to religious practices and communities. • Pupils should be given the opportunity to: • share their feelings and experiences associated with belonging to a group or community; • identify the types and characteristics of groups or communities people belong to; • learn about some practices and events associated with some religious groups or communities and roles that people might have within them

11. ethics questing relationships connectedness Unit 4 Friends, Family and Community How does it feel to be part of a family? What do you like about it? What challenges are there? What types of family are there? story collections, open morning with parents P4C own stories, special times open morning with parents Family What do you do with your family? What responsibilities do you have as a member of a family? feelings photograph album roles and jobs, open morning with parents What do some families do to celebrate special occasions? Why do they do this? Shabbat with Alasdair & Mrs Green Sunday with Mrs Addicott

12. ethics questing relationships connectedness Big idea in RE Family QUEST in RE What’s it like to be part of a family? RESEARCH QUESTION for half term How can I tell others about myself by making a family portrait gallery ?

13. KS2 Unit 6: Barriers & Bridges Learning opportunities: • This unit explores how religious beliefs affect approaches to moral issues. • Pupils should be given opportunities to: • identify a range of questions related to a moral issue; • hear stories about people/organisations who have been involved in some way in moral issues; • consider some of the factors that may affect attitudes and behaviour towards a moral issue, e.g., rules, beliefs, traditions, principles, commitments, experiences, possible consequences; • express their own ideas and views about a moral issue in the light of a range of responses .

14. ethics questing relationships connectedness Unit 6 Barriers and Bridges What is freedom? freedom or not in people’s lives learning wall What organisations and individuals defend people’s freedom? William Wilberforce visiting St Julian’s Hostel, interviews stories from Bible How did slavery take away peoples rights? Freedom drama and photographs visit to Pinney’s house values How do rules, laws and beliefs support or deny freedom of choice? drama – dilemmas with slavery dilemmas at school and home dilemmas with homeless Pressures, pushes, pulls to making decisions stories from Bible What rights and responsibilities do people have? who protects our freedom? people who are not free UN, school, legal

15. ethics questing relationships connectedness Big idea in RE Freedom QUEST in RE How do people’s ideas and beliefs affect their behaviour? RESEARCH QUESTION for half term What does freedom look like?

16. You can make your fortune if you sell slaves He’s a person, you don’t own him…he has his own soul Its God’s will God has made rules to protect everyone in the world Life is so easy when you’ve got slaves Human beings have rights to live God will send you to hell The slaves can do all the jobs you don’t want to do against for

17. What ‘grabs’ you as a focus for a quest in RE? What might ‘grab’ your pupils? What important ideas/concepts might there be? What might your RE quest be? How might these link to your school beliefs/ principles/ vision? What might a ‘bit’ of learning look like in relation to the demands of RE syllabus?

18. What are future opportunities for us in RE? Fair trade sustainability global agendas adventure community outdoor environment