Religious Education

RE is an important part of the curriculum that allows children the opportunity to explore many issues that they encounter at an age when life appears increasingly complex. Through learning about the beliefs, teaching and ways of living of others, and reflecting in turn on their own ideas and values, our children and young people will learn about things that really matter, recognising and appreciating diversity and respecting the diverse beliefs and traditions of others, with sensitivity and respect towards people of all faiths and none.

Religious Education Statement of Intent

At Ackton Pastures Primary Academy, we believe that Religious Education should allow children to have the opportunity to discuss and question their beliefs and the beliefs of others with clear understanding and respect. We teach children how to question the beliefs of others in a mature and respectful way. Through effective teaching of key vocabulary, children will be able to discuss various religions with accuracy and confidence.

“Religious Education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.”



What will take place before teaching in the classroom?

The school’s senior leadership team will:
  • Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects.
  • Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and development.
  • Provide sufficient funding to ensure that implementation is high quality.
The curriculum leader will:
  • Understand and articulate the expectations of the curriculum to support teaching and support staff in the delivery.
  • Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as theologians.
  • Ensure an appropriate progression of RE skills and knowledge is in place over time so that pupils are supported to be the best theologians they can be, and challenge teachers to support struggling theologians and extend more competent ones.
  • Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.
  • Identify theologians who underpin specific areas of the curriculum and raise aspirations for pupils.
  • Keep up to date with current RE research and subject development through an appropriate subject body or professional group.
The class teacher will, with support from the curriculum leader:
  • Create a long term plan which ensures appropriate coverage of knowledge, skills and vocabulary from the progression grid.
  • Personally pursue support for any particular subject knowledge and skills gaps prior to teaching.
  • Ensure that resources are appropriate, of high enough quality and are plentiful so that all pupils have the correct tools and materials.

What will this look like in the classroom?

Our teaching sequence will be:
  • Introduce children to The Big Picture, what they will be learning today and what they have been taught in previous year groups.
  • Provide children with a daily review to provide feedback and consolidation from previous learning, using a variety of teaching strategies.
  • Provide realistic and relevant information.
  • Specify key vocabulary to be used and its meaning.
  • Follow the Wakefield Agreed Syllabus to inform teaching sequences.
Our classrooms will:
  • Provide appropriate quality resources for each topic in the syllabus.
  • Be organised so that pupils can work in small groups or whole class as appropriate to support pupils in their development of their skills.
Our children will be:
  • Engaged because they are challenged by the curriculum which they are provided with.
  • Resilient learners who overcome barriers and understand their own strengths and areas for development.
  • Able to critique their own work as a theologian because they know how to be successful.
  • Safe and happy in RE lessons which give them opportunities to explore and question their beliefs and the beliefs of others.
  • Encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on religious skills and knowledge
  • Develop religious skills and confidence over time because of careful planning, focused delivery and time to practice and review.

How will this be measured?

Pupil Voice will show:
  • A developed understanding of the methods and skills of theologians at an age appropriate level.
  • A progression of understanding, with appropriate vocabulary which supports and extends understanding.
  • Confidence in discussing RE, their own work and identifying their own strengths and areas for development.
Displays around school and books will show:
  • Pupils have had opportunities for practice and refinement of skills.
  • A varied and engaging curriculum which develops a range of religious understanding and skills.
  • Clear progression of skills in line with expectations set out in the progression grids.
  • That pupils, over time, develop a range of skills and techniques across all areas of the religious curriculum.
The curriculum leader will:
  • Celebrate the successes of pupils through whole class sharing.
  • Collate appropriate evidence over time which evidences that pupils know more and remember more.
  • Monitor the standards in the subject to ensure the outcomes are at expected levels.
  • Provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the curriculum is wide reaching and positive.