Twitter

25/02/20

Retweetd From Cheryl Kenyon

Kids had a great time at mad scientist day today, I loved hearing about the experiments that they got to do:) https://t.co/Ncn5s1tT7k

24/02/20

Retweetd From Paula J matthews

Mad scientist day at school ! Fingers crossed the volcano works 🤞🤞 https://t.co/kBxSCDFiW5

24/02/20

Retweetd From Tracy M.R Boyd

David aka Albert Einstein all ready for "mad scientist" day at school. His favourite week of the school year 🤓👨‍🔬🥼🥽👓🧠 https://t.co/XcXwaKDut7

06/02/20

Retweetd From Tracy M.R Boyd

David couldn't wait to get stuck in to his new book. His teacher has been reading it to the class and I could tell he loved it. Thanks Mr Kerr at for the website info 📚 https://t.co/qCXz69TCGd

06/02/20

Retweetd From Cheryl Kenyon

Well done to all the children who performed tonight, wonderful show and all the children looked like they loved performing:) https://t.co/adb5dsUfjz

22/12/19

Retweetd From Paula J matthews

Wishing all the staff a merry Christmas and a happy new year the kids have enjoyed this year and cant wait to see what's in store next year 🎄🎄🎁🎁🎄🎄

20/12/19

Retweetd From Misty Barnes

its a pleasure to say thank you for this term as my children have been happy to go to school and happy to come home ! They have learned so much ! Thanks to fantastic teachers 👍👍 we wish you all a wonderful Christmas

18/12/19

Retweetd From Alan Kemp

Finley and his Teacher post Christmas Production. https://t.co/9TXeVl1DuI

18/12/19

Retweetd From Paula J matthews

We been waiting for the jolly postman to come and hes finally come love my christmas card and charlotte loved posting it with her teachers https://t.co/P2j7cENab7

11/12/19

Retweetd From Cheryl Kenyon

Thank you for hosting another mince pie making. Become a tradition with the kids now:) very messy but lots of fun had😀 https://t.co/1nemWWvjqA

24/11/19

Retweetd From Cheryl Kenyon

Well done Phoenix and Henley:) First time henley has competed and first medal either of them has won:) 3rd place in their team kata. https://t.co/YO5eOiLdbn

07/11/19

Retweetd From Cheryl Kenyon

Great time at the Diawai celebration today:) well done to all who helped to organise and help:) https://t.co/pmsaPr2DZS

11/10/19

staff ready for the annual Harris conference https://t.co/OlnCkbdhce

05/10/19

Retweetd From Harris Peckham

Congratulations to our fantastic teachers who attended the Harris ITT Graduation! https://t.co/LoRVOf3CFu

24/09/19

Retweetd From Paula J matthews

Miles finds spelling and handwriting hard and homework can be a challenging time but for the first time hes sat there willing to do it and even tried joining the words together https://t.co/jxvBDaVh10

10/09/19

Retweetd From Cheryl Kenyon

Happy kids:) https://t.co/bqamQ52lqB

09/09/19

Nursery all ready for our youngest pupils starting school https://t.co/NuzuPWynUX

09/09/19

Reception role play, reading area, small world and group activities https://t.co/yaaUCXJly7

09/09/19

Activities all set up for our new Reception pupils this morning https://t.co/XSW7WVvvCr

09/09/19

Our EYFS rooms all ready for our new pupils this morning https://t.co/3Cr4Sp4ip6

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R.E.

Harris Mayflower Religious Education Statement

Intent: Introduction, Vision and Philosophy
At Harris Mayflower we believe Religious Education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils' knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views that offer answers to questions such as these.

 It offers opportunities for personal reflection and spiritual development. It enhances pupils' awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures.

Religious Education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice.

We are fortunate as a Mayflower community to have families from each of the religions that are studied and therefore there are many opportunities to invite parents in to work alongside the R.E. Leader and class teachers when talking to the pupils about celebrations and events within the religious calendar.  There are also opportunities planned for pupils to visit local places of worship as part of their study.


Implementation: What does RE look like at HPAMA? Overview:

Religious Education is an important part of the school curriculum and is taught relevant to the child’s stage of development and experience. We seek to provide a clearer idea of what religion is about, the importance that it plays in many people’s lives and how that faith is expressed in their daily lives and routines. At Harris Primary Academy Mayflower we use the local agreed syllabus for Religious Education as a content guide.

 
 

 

 

 

 

 

 

 

 

 

Religious Education is taught throughout Key Stage 1 and Key Stage 2 once a week for 1 hour.  At Key Stage 1 this will usually consist of a Photo Evidence lesson to enable the children to learn a new concept and investigate some of the beliefs and practices associated with this concept. Then a follow up lesson will be a written task where they can apply the knowledge that they have learnt in the previous lesson. At Key Stage 2 students will usually have a Photo Evidence lesson and 2 written lessons. Each lesson in RE will be differentiated and will have a deeper thinking question which will really challenge the students and give them the opportunity to show their knowledge.

At Mayflower R.E. is planned and delivered at a very high standard and we set very high expectations for the students in the lesson. We expect the work in their books to be at the same standard as their English books. R.E. gives students the opportunity to share personal experiences and beliefs and it is important that they feel as though these ideas are respected. In R.E. we need to remember that a student who belongs to a particular faith can excel during that lesson and might be able to complete the HA work and Deeper Thinking question and we should allow them to do this as a celebration of their understanding of their faith.

Impact:

The RE Curriculum will enable our pupils to make effective decisions, make links across areas of learning, and be respectful of the views of others, as well as developing their understanding of some of the key religions and world views. Children's understanding will be assessed regularly, and VF will be given in the lesson. Deeper Thinking tasks and purple pen questions will allow the teacher to assess the students understanding. Book checks will be carried out regularly to check that the impact of the teaching is shown in the responses that they students give. 

We would expect to see that children have a good knowledge of a range of religions and they can speak confidently about the belief and practices of the main religions. The understanding of other people’s beliefs and practices should enable them to become more accepting of the differences that are found between religions.
 

Layout of lessons.

When teaching a practical photo lesson, differentiated photo sheet 3 ways will be provided to challenge the children.

When children are doing a written task, this will be differentiated three ways with greater depth stickers provided to challenge the children.

In addition, we have a review at the beginning of every lesson to review the progress they are making. This also allows us to understand how to support our pupils appropriately.  

Teachers recognise the difference between performance and learning and understand that pupil performance in the lesson today does not necessarily translate into the type of learning that will be evident tomorrow.  As a result, the use of low stakes tests (in the form of spaced retrieval practice) enable staff to regularly assess what learning has been retained by pupils over longer periods of time. This also provides pupils with the regular opportunity of retrieving information from memory, which consequently facilitates learning.

This includes:

  • assessment for learning
  • pupil voice
  • challenge tasks
  • quizzing, multiple choice and end of unit questions (see below)
  • standards of learning in books

 

Jenna Chapman- R.E Leader

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