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Curriculum Intent

To engage pupils in an enquiry approach where they can develop an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and wider global community.
To promote spiritual, moral, cultural, social, mental and physical development of pupils. Link to SDP Leadership and Management Aim 2: Sustain and further develop the breadth and depth of the curriculum. Behaviour, Attitudes and Personal Development Aim 2: School ethos is sustained and further developed (encouraging children to take more responsibility for their behaviour).
To enable pupils to learn about and from religious beliefs, transferable skills.
To ensure that there is sequential learning throughout the school, building on, not repeating, previous knowledge.

Where can the evidence be found?
- Assemblies, school rules and ethos, curriculum enrichment days – e.g. Anti-Bullying Day, visitors from / visits to places of a variety of faiths.
- Learn that the basis of religions is to follow a moral code and regardless of religion/non-religion it is a good path to follow – pupil work and interviews.
- Deeper understanding of 6 main religions, including those of no religious faith; children can answer ‘deeper questions’ – pupil work and interviews.

Curriculum Implementation

- SDP Leadership and Management Aim 2 delivers a curriculum that inspires an enthusiasm for learning.
- Weekly teaching of RE is a non-negotiable
- Monitoring – that the implementation of the RE syllabus is full and broad, is not repeated and there are no gaps within the school.
- Long and medium term plans show current learning for all year groups across the academic year.
- Inclusion of reading extract for significant religious festivals to improve reading skills SDP Quality of Education Aim 2
- Have a variety of religious visitors, visits to the local churches; assemblies by faith leaders

Where can the evidence be found?
- CPD of staff, and HLTAs who teach RE, to ensure secure knowledge and confidence in teaching to transfer to children.
- Subject Leader to attend termly cluster meetings and is active on Facebook groups relevant to RE.
- Support teachers as and when required.
- Use subject leader time to monitor each term.
- Seen in children’s books, weekly lessons, plans annotated.
- Comments, photographs etc. in books and RE Subject Leader file to show visitors in class/workshops, visits in assemblies

Curriculum Impact

- The curriculum leads to well-rounded children who are tolerant of all faiths.
- SEN children and PPG children are given the same opportunity to succeed, developing skills needed for life.
- The children will have been taught the necessary skills to succeed when the transition to secondary school.

Where can the evidence be found?
- RE Subject Leader file
- End of term assessments, children's work, pupil interviews
- RE Action Plan


Curriculum Progression Map RE