Religious Education

Religious Education is used to develop children’s questioning and understanding of the world that they live in. It creates awareness and helps children to understand people’s different religions, cultures, beliefs and practices alongside non-religious beliefs.

It is taught in a way that allows all children to develop a deep understanding of principal religions - Judaism, Christianity, Islam, Buddhism, Hinduism and Sikhi.

There are two main strands as part of our teaching:

  • Learning about other views, beliefs and cultures supports children in developing positive attitudes towards them. 

  • Learning from other views, cultures and beliefs supports children in developing their views and beliefs about themselves, their family and community. 

Children will be given the opportunity to explore different religions through stories, drama and an all rounded enriching curriculum. They will look at a number of sacred texts, religious representations and places of worship. Through investigations and explanations, pupils will be able to analyse various religious and non-religious beliefs.  Children should be equipped with sufficient knowledge and opportunities to develop an understanding of their personal beliefs.

DET Curriculum Principles

  • The Bigger Picture

Lessons follow a narrative and part of a coherent map which is well sequenced and planned.  As a result, students are supported to build schemas in their long-term memory to help retention. Religious Education enables pupils to take their place within a diverse multi-religious and multi-secular society.

  • Knowledge Rich

The curricula combine a rich blend of subject knowledge and the related disciplinary skills deepen learning.  Acquiring fundamental knowledge and being able to quickly access relevant information from memory are prerequisites for deeper learning and reasoning. 

Effective RE comprises: 

  1. substantive knowledge: knowledge about various religious and non-religious traditions ways of knowing: ‘how to know’ about religion and non-religion 

  2. personal knowledge: an awareness of their own presuppositions and values about the religious and non-religious traditions they study

  • Literacy Development

Literacy is at the heart of the curriculum and students’ ‘disciplinary literacy’ is prioritised. Vocabulary rich lessons ensure students have the opportunity to develop their vocabulary (including tier 2/3 vocabulary), extending knowledge and helping them to become confident communicators and learners. Students have the opportunity to read appropriately complex texts, break down complex writing tasks, combine writing instruction with reading and use structured talk in order to increase students’ understanding across the curriculum.  Where necessary students are provided with individual literacy support in support of the aim for all to leave school with the ability to comprehend and communicate effectively through reading, writing, speaking and listening skills.

Stories are extremely important for children to understand Religious Education as they provoke questions and probing what really matters in different religions. Stories should be used innovatively to give children opportunities to learn about other beliefs, cultures and religions.

  • Enrichment

Varied experiences enrich lives, engage imaginations, stretch skills and allow students to think creatively and independently.   

Children should have a wide variety of opportunities to visit places of worship, interacting with artefacts, engaging with members of faith groups and celebrating festivals.