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17/07/20

We are saying goodbye to our Year six class today, we are very proud of them all and we wish them the best of luck!

17/07/20

Please follow the link below for School Transition - August Calendars & Resources. The Padlet details fun and creative ways to think about school transition and promote wellbeing. https://t.co/ZiNDtQzWbQ

16/07/20

Happy Birthday to Isla in Alpaca Class, we hope you have a fantastic day! https://t.co/AHUWgWZMHQ

15/07/20

VIPS Holborough Lakes participated in the PASS Football league this year, unfortunately not all games could be played due to COVID-19. We are proud to have been presented with our certificates for participating in the matches that took place, well done! ⚽️ https://t.co/QZQMjmWkFq

14/07/20

Follow the link below for daily five minute mindfulness activities. https://t.co/Tkz3XYeSMD

13/07/20

Our Virtual Sports Week results are in: In 4th place it's Hever with 1808 points, 3rd Place is Bodiam with 1994 points, 2nd place is Scotney with 2436 points and Leeds take 1st place with a massive 2727 points! Congratulations and thank you to everyone who took part! https://t.co/xbYefalLmo

10/07/20

Retweeted From HeadStart Kent

Moodspark is . They provide mental health support to young people in Kent, and their website is full of useful resources and service information for parents and teachers too: https://t.co/PfeoNbMwBW https://t.co/OzhnXBQ4SF

10/07/20

Well done to all of our Learners of the Week! https://t.co/tEgJ4SZ68T

10/07/20

Ify enjoyed taking part in our virtual sports day activities! https://t.co/FVq0EFZcQP

08/07/20

Sammy and his sister designed and made an earthquake proof building! https://t.co/3ZnuyV3HMJ

07/07/20

Maisie in Meerkat Class has created this fantastic Great Barrier Reef picture. https://t.co/5AkmfeGJi9

07/07/20

Class Dojo is a brilliant way for us to connect, look how much our school has connected this week! https://t.co/8s1FmaAW9G

07/07/20

Jack in Alpaca Class has written about dogs invading his home which is linked to their text. https://t.co/CUzxA4Xnw3

07/07/20

Isla with a picture of her sporting hero, Glenn Morris. https://t.co/shoNqdhgJo

07/07/20

Daisy in Year 1 has measured herself against the tallest man in the world! https://t.co/tSYPhF6sxN

07/07/20

Freya in Alpaca Class has drawn a brilliant Giant. https://t.co/QcXlJbWSV3

06/07/20

Megan in Meerkat Class has created this fantastic painting! https://t.co/dwNUYTeAts

03/07/20

Well done to all of our Learners of the Week! https://t.co/dQBE4fKGOV

03/07/20

This week Owl class have been completing lots of work focused on 'Human Giants'. They followed instructions on how to draw a giant and used this to complete a description. Here are a few of the drawings and pieces of writing from Rohan, Finan and Aisha. https://t.co/JIjTqdbZgJ

03/07/20

Lion Class have been enjoying Sports Week. https://t.co/f1GjGCrc8D

02/07/20

Year 6 love their leavers hoodies! https://t.co/Yu1TiRyuBj

02/07/20

Jack in Alapca class has been producing wonderful home learning, well done! https://t.co/hCW7gFSm7d

02/07/20

500 Words: Black Lives Matter - 500 Words is the world’s largest story-writing competition for kids. Please follow the link for more information on how to get involved. https://t.co/N1jbs2DQtW

01/07/20

Minion Class have been comparing measurements, they found that the giraffe was taller than the steps but shorter than the school! https://t.co/enFjGDI3Vg

01/07/20

Clara and Lois enjoyed taking part ion Clock Jump this week. https://t.co/SdbtS59z7L

01/07/20

Minion Class have been painting African Silhouettes. https://t.co/0rdC3VAiZt

01/07/20

The children have been enjoying Virtual Sports Week, this is our Target Throw! https://t.co/82FGqewmAX

01/07/20

Noah in Reception has been measuring using standard and non standard units, he made a 36cm length. https://t.co/7VNvoowkfW

01/07/20

Sienna in Tiger Class has made her own version of snakes and ladders as her maths board game. https://t.co/8vTKfR0smN

01/07/20

Kento in Tiger Class has made a wonderful space themed maths game. https://t.co/RQzrG6vhvK

01/07/20

Finley and Reeva have been crabbing at the beach. https://t.co/eswVUbGgy7

30/06/20

We hope that you like our staff well being area as much as do 😀 https://t.co/V69zwtLDbA

30/06/20

Please see the Salus activity time table for children ages 8 and above. https://t.co/cijHEe0eRC

30/06/20

Wow, look how much we are connecting on Class Dojo! https://t.co/YNPnsW1JCA

30/06/20

Pupils in Wallaby class have enjoyed making sun catchers for our classroom and for home but where has the sun gone?! https://t.co/HszWiSKqM0

26/06/20

Well done to all of our Learners of the Week! https://t.co/0Uc1lCc41F

26/06/20

Happy Birthday to Isabel in Tiger Class and Kamal in Alpaca Class, we hope you have a fantastic day! https://t.co/iuAAwVjyjF

25/06/20

Follow the link below to watch Storytime with Nick; films of well-loved stories read by Nick Cannon, a trained actor and teacher and a wonderful storyteller. There are 20 fabulous stories available for Reception, Year 1 and Year 2. https://t.co/UEJRHm7Ezn

24/06/20

Part Two of Muheebah's short film. https://t.co/xBEEfxX3jE

24/06/20

Muheebah in Year 6 has created the sort film, click below to watch Part One, Part two is on the next tweet! https://t.co/zc3VJrAnXL

RE

It is our intent for the Religious Education element of our school curriculum to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to answer challenging questions, explore different religious beliefs, values and traditions and develop a more rigorous understanding of the numerous religious traditions, beliefs and practices that are followed in our multi-cultural society. We want them to know how religious education promotes discernment and enables pupils to combat prejudice, preparing them for adult life, employment and life-long learning.

RE Coverage Document

The teaching sequence in RE

Every year group’s units of work must include:

  • The Big Picture, identifying what they will be learning and what they have been taught in previous year groups, to show how this build upon their previous learning.
  • A daily review to provide feedback and consolidation from previous learning, using a variety of teaching strategies. (using the toolkit)
  • Realistic and relevant information.
  • Specific key vocabulary and its meaning.
  • Opportunities for the children to work interactively, using other curriculum areas e.g music, drama, art, with the teacher acting as the facilitator.
  • Individual reflection on the learning.

Pedagogical Approaches to RE

Assessment

In order for pupils to know more, remember more and do more in regards to RE, these aspects must be evident in the implementation of the RE curriculum throughout school. It is more appropriate, therefore, to understand the way knowledge is stored as a complex, interconnected web or ‘schema’. Every time a pupil encounters a word they have previously learned, but applied in a new context, it adds to the complexity of their understanding of that concept. In other words, they develop a deeper understanding of that concept and enhance their capacity to use that concept in their own thinking. Therefore, an example of an end of unit assessment is as follows:

Unit 1.9 - How should we care for others and the world and why does it matter? Having studied the teachings of one religion on caring, work together as a group to create an event e.g. a ‘Thank you’ tea party for some school helpers – make cakes and thank-you cards, write invitations and provide cake and drink, or organise a small fundraising event and donate the money to a local charity. Refer back   to  the  core  question: How should we care for others and the world and why does it matter? 

Progression of Skills for RE

Vocabulary Progression for RE

RE Virtual Classroom 

To learn all about the different religions taught a VIPS Holborough Lakes, please click here, when the documents opens you can click on the religious symbol to learn more about it. 

Curriculum Intent, Implementation and Impact 1

Intention 1:

To build a curriculum subject which develops learning and results in the acquisition of knowledge.

To design a curriculum subject with appropriate subject knowledge, skills and understanding as set out in the Kent Agreed Syllabus so that children can reach and exceed their potential to learn more, understand more and remember more.

Implementation: 

Scheme of work:

Holborough Lakes school follows the Programme of Study for RE as suggested in the Kent Agreed Syllabus and has a scheme of work that reflects this for each Key Stage. During each Key Stage pupils are taught knowledge, skills and understanding through learning about Christians, Muslims, Hindus, Jewish and Humanist people through three key questions: Believing, Expressing and Living. Each unit of work identifies prior learning and shows how this is built upon.

Teaching:

RE is taught in a block unit within a term to allow suitable links to be made to specific religious festivals taking place.

Resources:

Children gain a deeper understanding of the religion studied through the use of high-quality resources/artefacts

Impact:

Children will make at least good progress from their last point of statutory assessment or from their starting point in Reception.

This will be measured by:

  • Progress from a child’s starting point or from the last point of statutory assessment.
  • Attainment at each point of statutory assessment.

Curriculum Intent, Implementation and Impact 2

Intention 2:

To build a curriculum subject which ensures children recognise and celebrate cultural diversity.

To design a curriculum subject which results in children understanding what it means to be a British Citizen or, someone from another country who lives in Britain. To develop an awareness and tolerance of living in a multi-cultural society and being mutually respectful towards the beliefs of others.

Implementation:

Planning and Teaching:

The following skills are used, in order to strengthen the skills and deepen the understanding and knowledge taught: Investigating, Reflecting, Expressing, Interpreting, Empathising. Attitudes fundamental to RE: Curiosity and wonder, commitment, fairness, respect, self- understanding, openmindedness, critical mindedness and enquiry. These work alongside the SMSC links and British Values implemented within school as a whole.

Assemblies:

Whole school and Class. Assemblies from members of Snodland and Leybourne Church Religious Leaders from a variety of Religions Visits and Visitors: Community walks to our local church.

Pupil Discussion:

Children can discuss and compare the lives of people they have studied from a variety of different religions.

Impact:

Children demonstrate a positive attitude towards people of any religion and show an understanding of cultural beliefs different to their own. They demonstrate respectful behaviour to all and this is transferable outside of school in the wider community and beyond. Children learn about important people from the past and the present who have been or are positive role models and who are of a different race or religion.