RE

Intent

At Brampton Primary School our RE explores big questions about life, in order to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion and worldviews, reflecting on their own ideas and ways of living.

Pupils will achieve this principle aim through our knowledge rich curriculum that encompasses substantive, disciplinary and personal knowledge to help pupils develop a well-rounded understanding of religion and worldviews.

The following threefold aim of RE elaborates our principal aim and it is clear to see how the different types of knowledge weave throughout them.

Children will know about and understand a range of religious and non-religious worldviews, so that they can:

describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals.
identify, investigate and respond to questions posed, and responses offered, by some of the sources of wisdom found in religious and non-religious worldviews.
appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.

Children will express ideas and insights about the nature, significance and impact of religious and non-religious worldviews, so that they can:

explain, using reasoned arguments, their ideas about how beliefs, practices and forms of expression influence individuals and communities.
express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues.
appreciate and appraise varied dimensions of religion.

Children will gain and deploy the skills needed to engage seriously with religious and non-religious worldviews, so that they can:

investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively.
enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all.
articulate clearly beliefs, values and commitments in order to explain why they may be important in their own and other people’s lives.

Implementation

At Brampton Primary School we plan and deliver engaging lessons using the programmes of study outlined in the Derbyshire Agreed Syllabus (2025-2030). Our Religious Education teaching emphasises open enquiry and first hand experiences for both children and staff.

Pupils will study the following 4 religions and their learning journey at primary school will build on the following substantive concepts –

Christianity - God, Creation, The Fall, The People of God, Incarnation, Gospel, Salvation, Kingdom of God.

Hindu Dharma - Ahimsa, Ashrama, Atman, Brahman, Karma, Moksha, Samsara, Dharma.

Judaism - God, The Torah, The People, The Land.

Islam - Tawhid, Iman, Ibadah, Akhlaq.

Furthermore, children from families where non-religious worldviews are held are represented in almost all our classrooms. Non-religious worldviews, including ‘organised’ examples such as Humanism, will also be the focus for study.

In each key stage children set out to answer a ‘big question’ each term, shown in our overview documents. The question will link to one of the three disciplinary strands believing, expressing and living.

In EYFS RE is taught through topic sessions, chill and chat times and continuous provision activities. During these times the children will encounter Christianity and other faiths, as part of their growing sense of self, their own community and their place within it. They will encounter religions and world views through special people, books, times, places and objects. They listen to and talk about stories. Children are introduced to subject specific words and use all their senses to explore beliefs, practices and forms of expression. They are encouraged to ask questions and reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation of and wonder at the world in which they live.

In Key Stage 1 and 2 RE is taught discreetly each week to ensure sufficient time is given in order to enable pupils to meet the expectations set out in the agreed syllabus, and ensure that the curriculum is coherent and shows progression, particularly across transitions between key stages.

In Key Stage 1 children will learn about Christianity, Judaism and Islam. They develop their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They are encouraged to use basic subject specific vocabulary. They raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas.

In Key Stage 2 children will learn about Christianity, Judaism, Islam and Hindu Dharma. Children will extend their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They are introduced to an extended range of sources and subject specific vocabulary. They are encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils learn to express their own ideas in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views.

At Brampton Primary School we value the links which can be made between home, school and faith communities and encourage these links in school through the use of visitors, class trips and assemblies. While using a wide variety of Religious Education resources, including children’s books, teacher’s resource books, pictorial resources such as posters, pictures and photographs and religious artefacts.

The way our RE is planned ensures children build on their substantive knowledge in each religion throughout their learning journey in RE. This can be seen in our substantive concepts progression document. For some of our big questions we split these up over the 2 cycles or take them over 2 short terms so children can gain a deeper understanding and have many opportunities to embed learning to their long term memory.

Impact

We want our children to enjoy and be enthusiastic about RE in our school. Through our teaching children will have a greater understanding of religions and beliefs and the influence of religion on individuals, families, communities and cultures. Children will be respectful and sensitive towards others, regardless of their faith and religious beliefs so our children feel valued as individuals and feel that their beliefs are valued and celebrated

There is a clear progression of children’s work and both teachers’ expectations and children’s work show the key questions and evidence of the syllabus coverage. The standards in RE at the end of the key stages are good and issues arising are addressed effectively in school. Our SLT and governors are kept up to date with developments in the way RE is run in our school with action plans and review meetings.

The Right of Withdrawal

Parents retain the right to withdraw their children from RE under the 1988 E.R.A. They may request that:

The pupil is excused wholly or partly from receiving Religious Education given in accordance with the school's basic curriculum.
The pupil who is so excused may receive Religious Education of the type desired by the parent elsewhere, provided that it will not interfere with the attendance of the pupil on any day, except at the beginning or end of a school session.
Schools are not required to provide alternative teaching during the time a pupil is withdrawn. However, they must supervise the pupil to ensure their safety.

Parents wishing to withdraw a child from RE lessons should contact the head teacher.

Please click below to view the curriculum overviews.