Religious Education Policy

1. Introduction

This policy outlines the teaching, organisation and management of Religious Education taught at Thurton   Primary School .  The school’s policy for Religious Education is based on the Norfolk Agreed Syllabus.  The policy has been drawn up as a result of staff discussion and the Governors’ Curriculum Committee, combined with Church representation.

2.  Aims

  • To promote pupils’ spiritual, moral, social and cultural development.  To prepare all pupils for the opportunities, responsibilities and experiences of life.
  • For pupils to gain Knowledge and Understanding of Christianity and other world religions through a study of beliefs, practices and symbols.
  • To be able to reflect on one’s own experiences.
  • To be able to articulate feeling and beliefs.
  • To be able to engage the viewpoint of others and to be able to ask questions and express opinions.
  • To be open to learning from others.

3.Time allocation

Key Stage 1 and Key Stage 2 are taught Religious Education in blocks at different points during the school year. The blocks are taught for several days which immerse the pupils in learning about themselves and the beliefs and values of others.

During the year, some days will be designated for a whole day of Christian focus across the curriculum and key stages and also other religions e.g. Diwali Day.  There will be a daily grace before lunch.  Collective worship is led on a regular basis by the Reverend Peter Knight.

4.Teaching and Learning

The teaching of Religious Education is by the class teacher using the Norfolk Agreed Syllabus.  The Schemes of Work take into account that, as a Voluntary Aided Church of England School, the depth of Christianity taught is increased, while maintaining the breadth of other religions.  The teaching must address both of the following areas ‘Learning about Religion’ and ‘Learning from Religion’.  Lessons must also cover the Experiences and Opportunities required for Foundation Stage and each Key Stage as set out in the Agreed Syllabus.  Religious Education in the Foundation Stage is delivered through the six Areas of Learning.

4.1Programme of Study for the Foundation Stage

During the Foundation Stage children begin to explore the world of religion in terms of special people, books, times, places and objects, and by visiting places of worship.  Children listen to and talk about religious stories.  They are introduced to specialist words and use their senses in exploring religious beliefs, practices and forms of expression.  They 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.

4.2 Programme of Study for Key Stage 1

Throughout Key Stage 1 pupils investigate Christianity and are introduced to at least one other principal religion.  They learn about different beliefs about God and the world around them.  They encounter and respond to a range of stories, artefacts and other religious materials.  They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary.  They begin to understand the importance and value of religion and beliefs for some children and their families.  Pupils ask relevant questions and use their imagination to develop a sense of wonder about the world.  They talk about what is important to them and others, valuing themselves, reflecting on their own feelings and experiences, and developing a sense of belonging.

4.3 Programme of Study for Key Stage 2

Throughout Key Stage 2 pupils learn about Christianity and other religions, recognising the impact of religion and belief both locally and globally.  They make connections between differing aspects of religion and consider different forms of religious expression.  They consider the beliefs, teachings, practices and ways of life central to religion.  They learn about sacred texts and other sources and consider their meanings.  They begin to recognise diversity in religion, learning about similarities and differences both within and between religions, and the importance of dialogue between people of different beliefs.  They extend the range and use of specialist vocabulary.  They recognise the challenges involved in distinguishing between ideas of right and wrong, and in valuing what is good and true.  They communicate their ideas clearly, recognising other people’s viewpoints.  They consider their own beliefs and values and those of others, in the light of their learning in Religious Education.

5.  Curriculum Planning

The school follows the 2012 Norfolk Scheme of Work for Key Stage 1 and Key Stage 2. Reception follow the Foundation Stage Profile.

Celebrations of Christian occasions will take place over a week, e.g cross-curricular activities for the whole school – Autumn Term – Christmas; Spring Term – Easter; Summer Term – Eco RE.

6. Special Educational Needs

Learning objectives, materials, resources and organisation enable all children to participate fully in RE taking into account their specific needs.

7.Equal Opportunities

All children will be encouraged to take an active and equal part in all aspects of Religious Education.  Through effective planning, children will be provided with the opportunity to develop their knowledge and understanding of RE in contexts appropriate to their needs and experiences.

8. Assessment

The Norfolk Agreed Syllabus requires assessment to take place in relation to two Attainment Targets: learning about religion and learning from religion.  The syllabus gives level descriptions for attainment in both attainment targets.  Assessment of progress will take place through on going teacher assessment.

Teacher assessment levels, at the end of Key Stage 2, are forwarded to County.

‘I can’ statements are attached in an appendix.

9. Resources

The school has a collection of resources and artefacts to support the teaching of Religious Education across the Key Stages.  These are in boxes, ordered by religion, and are located in the library.

10. Subject Leader Roles and Responsibilities

It is the role of the subject leader to be responsible for the implementation of the RE Syllabus ensuring that there are adequate resources of equipment and artefacts.

11. Staff Development and Training Opportunities

Both the subject leader and teaching staff are encouraged to attend appropriate inservice training courses.  Information and ideas gathered in this way to be subsequently shared with all staff.

12. Right to withdraw

It is a parent’s right to withdraw their child/children from all or part of the Religions Education and Collective Worship provided.  Alternative provision will be made for children withdrawn.

This Policy was adopted by the Governing Body at its meeting on


Signed    ………………………………

Chair of Governors
Date        ………………………