RE
Intent
At our school, Religious Education (RE) plays a vital role in developing pupils’ understanding of the diverse religious and non-religious world in which they live. In line with the Devon and Torbay Agreed Syllabus for RE (2024–2029), the principal aim of RE is to enable pupils to explore what people believe and the difference these beliefs make to how they live, so that they gain the knowledge, understanding and skills needed to engage thoughtfully with questions raised by religion and belief, while reflecting on their own ideas and ways of living. Through a broad, balanced and ambitious curriculum, pupils are supported to make sense of a range of religious and non-religious worldviews, understand the impact these have on individuals and communities, and make meaningful connections between beliefs, practices, values and ways of life. RE nurtures curiosity, respect and critical thinking, enabling pupils to become religiously literate and preparing them to flourish in a diverse and inclusive society.
Implementation
At our school, Religious Education is taught in accordance with the Devon and Torbay Agreed Syllabus for RE (2024–2029). The curriculum is carefully sequenced to develop pupils’ knowledge and understanding of a range of religious and non-religious worldviews while fostering curiosity, respect and religious literacy. Pupils encounter Christianity alongside other major world religions and non-religious worldviews through a balanced programme of study that enables them to build secure knowledge over time. Learning is sequenced to help pupils recognise both the diversity within traditions and the similarities and differences between them.
Teaching and learning are structured around the syllabus’s three strands: making sense of beliefs, understanding the impact of beliefs, and making connections between beliefs, values, practices and ways of living. These strands are woven throughout every unit, providing opportunities for enquiry, discussion, reflection and critical thinking. Pupils investigate beliefs and worldviews through disciplinary lenses, including theology, philosophy and the human and social sciences, enabling them to deepen their understanding and appreciate different perspectives.
The curriculum is built around a key enquiry question, with each unit beginning with an overarching question that drives learning and encourages deeper thinking. Through revisiting and building upon prior learning, pupils develop a secure understanding of substantive knowledge alongside disciplinary skills, making meaningful connections across religions and worldviews and developing an increasingly sophisticated understanding of how beliefs influence individuals, communities and society.
Impact
Through a well-sequenced and engaging RE curriculum, pupils develop a secure understanding of a range of religious and non-religious worldviews and the ways these shape individuals, communities and society. As they progress through the school, pupils deepen their religious literacy, enabling them to make sense of beliefs, understand their impact and make meaningful connections between beliefs, practices, values and ways of living. They develop the confidence to ask thoughtful questions, consider different perspectives and articulate their own ideas with increasing maturity, respect and sensitivity.
Pupils use increasingly sophisticated subject-specific vocabulary, draw on evidence from sources of authority and explain similarities, differences and diversity within and between religions and worldviews. By the end of Year 6, they are equipped with the knowledge, understanding and critical thinking skills needed to engage positively with the diverse world around them. They leave our school as respectful, reflective and informed individuals who are prepared for life in modern Britain and a diverse global society.
EYFS
Children begin to explore Christianity alongside other religious and non-religious worldviews through stories, celebrations, special people, places, objects and first-hand experiences. They develop curiosity by asking questions about beliefs, practices and traditions, using new vocabulary to talk about what they see, hear and experience. Through play, discussion, visits and creative activities, children begin to recognise that people have different beliefs and ways of living, identify similarities and differences between communities, and reflect on their own feelings, experiences and sense of belonging. They develop respect for others and an appreciation of the diverse world around them through experiences of awe, wonder and reflection.