Cross curricular links
Such links may be developed according to the particular trail, but some examples might include:
- links with Art, Maths and DT through looking at architecture, pattern and decoration in places of worship
- links with History and Geography through investigating different aspects of a locality
- links with Citizenship through exploring the range of identities seen, in terms of cultures and languages as well as religions and beliefs and also in terms of diversity within traditions and communities
- links with Music or Dance to explore how faiths use these creative forms to express beliefs or worship
- links with English in studying epitaphs and inscriptions.
Meeting local requirements and national recommendations for RE
Most locally agreed syllabuses require children and young people to have opportunities for visits in their local area to support work in RE. These give scope for building RE trails into school schemes of work.
- Foundation Stage – a theme related to buildings or special places, where activities include visiting local places of worship, taking photographs, talking about the importance of places of worship and comparing these local buildings with photographs of others from far away
- Key Stage 1 - visiting places of worship and focusing on symbols and feelings, listening and responding to visitors from local faith communities, beginning to use ICT to explore religions and beliefs as practised in the local and wider community.
- Key Stage 2 - encountering religion through visitors and visits to places of worship, focusing on the impact and reality of religion on the local and global community.
- Key Stage 3 – visiting, where possible, places of major religious significance and using opportunities in ICT to enhance children and young people’s understanding of religion
- 14-19 – where there should be opportunities within and beyond school for learning that involves first-hand experiences and activities involving people, places and events (for example the local area places of worship and community activities)
The plans should include explicit statements about:
- what will make this trail a unique and enjoyable experience for the children and young people
- how it make a contribution to their spiritual, moral, social and cultural development
- what it will add to their learning that could not be achieved so well in any other way
- How can I develop a trail?
- Planning: objectives and outcomes
- Planning: RE trails and the curriculum
- Recording the learning