Engaging, exciting and empowering lifelong learners through a creative, mastery-based curriculum
Our curriculum is centred around developing the whole child: from their head, to their heart, to their hand.
The characteristics of a theologian at East Farleigh Primary:
• An outstanding level of religious understanding and knowledge.
• A thorough engagement with a range of ultimate questions about the meaning and significance of existence.
• The ability to ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and
value of religion.
• A strong understanding of how the beliefs, values, practices and ways of life within any religion cohere together.
• Exceptional independence; the ability to think for themselves and take the initiative in, for example, asking questions, carrying out investigations, evaluating ideas
and working constructively with others.
• Significant levels of originality, imagination or creativity, which are shown in their responses to their learning in RE.
• The ability to link the study of religion and belief to personal reflections on meaning and purpose.
• A wide knowledge and deep understanding across a wide range of religions and beliefs.
Curriculum Ambition: RE
Engaging pupils in systematic enquiry into significant human questions, which religion and worldviews address, empower children to develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.
Curriculum Design: RE
Curriculum Concepts: RE
Meeting Milestones: RE
As part of our curriculum philosophy, built on around the concept of mastery and learning being a change to long-term memory, it is impossible to see impact in the short term. We do, however, use assessment based on deliberate practice. This means that we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long run. We use comparative judgement in two ways: in the tasks we set (POP tasks) and in comparing a child's work over time. We also use lesson observations to see if the pedagogical style matches our depth expectations.
What do our pupils think?
Aspirations for the future
As a theologian you can:
International aid/development worker