Our RE Curriculum

At Highfields Primary School our intent is to ensure that all pupils develop their knowledge and understanding of the principal faiths and beliefs represented in Great Britain.

Religious Education is taught as part of broad and balanced curriculum at school which promotes pupils spiritual, moral, social and cultural development. We help pupils to understand their place in our multicultural society, building empathy and respect for everyone and every religion. 

Our intent is rooted in our core values, which shape how children learn and experience Religious Education:

• Curiosity – Pupils explore open ended questions, handle and investigate religious artefacts, draw thoughtful comparisons between faiths and worldviews, and reflect on their own beliefs.

• Creativity – Children use a range of multisensory mediums to respond creatively in RE.

• Collaboration– Children participate in open-ended discussions to share and reflect on the views of themselves and their peers 

• Challenge – We encourage deep questioning and prompt children to think philosophically. 

• Community – RE promotes mutual respect and tolerance of the faiths and beliefs in our local and global community. Religious figures from our local community also enrich our curriculum offer. 

How is our RE curriculum implemented?

At Highfields we have implemented the new Essex Agreed Syllabus since September 2023. This syllabus equips every child with the knowledge and analytical skills to ask ‘big questions’ by exploring complex worldviews through the three different lenses:

• Theology

• Philosophy

• Human/Social Sciences

Thorough these lenses pupils learn to think deeply, analyse evidence, and engage in informed and balanced conversations.

At Highfields we have adopted a mixed year group and two-year rolling programme. We explore 4-5 ‘Big Questions/Enquiry Questions’ per year through a balance of the three different lenses. The religions that are explored are:

KS1: Christianity, Judaism and Hinduism 

KS2: Christianity, Judaism, Hinduism, Buddhism, Islam, Sikhism and Humanism

Progression of skills and knowledge

At Highfields we teach one session of RE a week, or lessons may be blocked when appropriate. Teachers follow knowledge organisers provided by the Essex SACRE for each enquiry question. Each one of these knowledge organisers outlines the key questions to ask, vocabulary pupils need to learn, and it provides teachers with a sequence of sessions to build on pupils’ knowledge. We also have access to detailed lessons plans and resources by the Saffron Academy Trust RE Curriculum which has been endorsed by Essex LA to mirror the Essex Agreed Syllabus. Both resources provide teaching and learning progression from EYFS – Year 6.

Teachers use a range of formative and summative assessments in RE. We are primarily assessing how well pupils can participate in conversations about religion and worldviews to ensure pupils become religiously literate. 

How do we make Religious Education real and relevant?

Religious Education is taught in a variety of ways including teacher-led, independent research, class discussion and multi-sensory approaches. Discussions may be recorded informally to show pupils responses and contributions. The lesson is not always recorded in writing.

In The Foundation Stage, the children explore RE through a continuous provision approach and art-based activities to engage in Religious Education. In KS1, work is recorded in the children’s curriculum folders. In KS2, each child has an exercise book in which they record their learning.

At Highfields we provide whole-school experiences such as the Christingle assembly and Christmas Nativity productions to enrich Religious Education by bringing key Christian traditions to life in a meaningful and engaging way.

Our weekly assemblies provide meaningful opportunities for reflection, drawing on moral values from a range of cultural and religious traditions.

We value and respect the religious backgrounds of all members of our school community and actively encourage individuals to share their beliefs and experiences in a supportive and inclusive environment. Wherever possible, pupils and staff are provided with first-hand experiences of different faiths and traditions to enrich learning. We have been fortunate to welcome members of our school community who have shared their celebration of the Hindu festival Diwali with children in the Foundation Stage and Key Stage 1, helping to develop understanding, respect and appreciation of diversity.

How do we make Religious Education accessible to all pupils?

Every pupil, regardless of their individual needs or attainment, accesses our rich RE curriculum. All pupils actively explore the enquiry questions, and we provide appropriate scaffolding to enable them to respond effectively. We offer multi-sensory experiences such as handling religious artefacts, listening to religious music, participating in simple role-play, or tasting special foods related to festivals. 

How do we integrate technology to enhance teaching and learning?

The LGFL provides school staff with a tool called Expresso Faiths, in which all of the 6 principal faiths are presented through online videos, activities, images, books, fact files and printable resources. 

At Highfields all pupils have access to Busy Things. Pupils can engage in faith stories and places of worship through this online platform. 

Essex SACRE provide a range of online and digital resources, which our teaching staff actively use to enrich learning. In RE lessons all children have the opportunity to use technology and online resources. 

How do we measure the impact of our Religious Education curriculum?

At Highfields Primary School, progress in RE is monitored through a range of strategies including discussions, written work, assessments and lesson dips. This helps us understand how well pupils are developing their knowledge of different religions and beliefs. Monitoring also allows us to support teachers effectively, as it helps identify strengths in teaching practice as well as areas where further guidance, resources, or professional development may be beneficial. This ensures that targeted CPD is provided and that staff feel confident and well supported in delivering high-quality RE.

One of the things we value most is children’s opinions, and we complete a pupil voice session once a year to listen to how pupils feel about their RE lessons. Their feedback helps us understand what they enjoy, what helps them learn best, and how confident they feel when sharing their ideas. The quality of Religious Education at Highfields is reviewed annually by the curriculum lead and our link governor. Each year, findings from pupil voice sessions and monitoring activities are brought together to celebrate what is working well, highlight strengths and identify clear next steps. This process supports teachers in adapting lessons and ensures all children are given the opportunity to succeed and deepen their understanding.

RE lessons at Highfields help children grow in confidence when talking about religious and moral questions. Pupils are encouraged to share their thoughts, listen to others, and respect different points of view during class discussions and wider school activities.

Through the RE curriculum, we aim for children to leave Highfields Primary School as thoughtful, respectful, and open-minded individuals who understand the importance of kindness, empathy, and mutual respect. These qualities support our positive school ethos and help pupils build strong relationships, preparing them to contribute positively to their wider community.