Whittlefield Primary School

Dream Believe Achieve

Call us on: 01282 429 419
Tabor Street, Burnley, Lancashire BB12 0HL

Teaching and Learning

We base our teaching and learning style in RE on the key principle that good teaching in RE allows children both to learn about religious traditions and to reflect on what the religious ideas and concepts mean to them. Our teaching enables children to extend their own sense of values and promotes their spiritual growth and development. We encourage children to develop their own views and values in relation to the themes and topics studied in the RE curriculum.

Our teaching and learning styles in RE enable children to build on their own experiences and extend their knowledge and understanding of religious traditions. We use their experiences at religious festivals such as Easter, Eid etc. to develop their religious thinking. We organise visits to local places of worship and invite representatives of local religious groups to come into school and talk to the children.

Children carry out research into religious topics. They study particular religious faiths and also compare the religious views of different faith groups on topics such as rites of passage or festivals. Children discuss religious and moral issues using computers and working individually or in groups. Sometimes they prepare presentations and share these with other member of the school in assemblies. The take part in activities with other children from schools very different to our own in order to develop an understanding of diversity.

We recognise the fact that all classes in our school have children of widely differing abilities, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways, for example, by:

  • Setting common tasks which are open-ended and can have a variety of responses;
  • Setting tasks of increasing difficulty
  • Grouping the children by ability in the room and setting different tasks for each ability group;
  • Providing resources of different complexity, adapted to the ability of the child;
  • Using classroom assistants to support the work of individuals or groups of children.