Safeguarding Our trust Staff vacancies

Religious Education

RE Leader: Miss Ella Jeffries

Curriculum Design

Our curriculum is carefully designed to equip pupils with the knowledge and understanding of a wide range of religions and beliefs, enabling them to explore and develop their own ideas, values, and identities. Pupils are taught to make sense of beliefs, connect these ideas to their own perspectives, and understand how and why people express their beliefs in diverse ways. A strong emphasis is placed on promoting respect and tolerance for all religions and worldviews, helping pupils appreciate diversity and the importance of living harmoniously in a multi-faith society.

Learning builds progressively from the Early Years Foundation Stage (EYFS) through to the end of Year 6, with a strong emphasis on continuity and development. In EYFS, children lay the groundwork by developing a positive sense of self and others, and learning to form respectful relationships. These foundations are then deepened throughout Key Stages 1 and 2, as pupils gain a broader knowledge of religions and worldviews and begin to ask and respond to increasingly complex questions about belief, values, and human experience.

By the time pupils leave Old Mill, our aim is for them to be confident in their understanding of religions and beliefs, aware of their significance locally, nationally, and globally. They will be well-prepared to extend and deepen this knowledge as they move into Key Stage 3 and beyond.

Intent

At Old Mill Primary School, our curriculum aims to engage and enthuse learners by sparking their curiosity and sense of wonder about the world in which they live. We believe that all learners—regardless of background, personal beliefs, or ability—should be equipped with the knowledge and skills to flourish both within their own community and as members of a diverse and global society.

Our intent is to provide rich opportunities for all pupils, both in and out of the classroom, to explore what people believe and how these beliefs influence the way they live. Through this, pupils gain the knowledge, understanding, and skills needed to reflect on questions raised by religion and belief, and to consider their own ideas and ways of living. This prepares children for life in a world with a multitude of viewpoints, enabling them to make informed decisions and confidently express their own views, while showing respect and tolerance for others.

Teachers are passionate about RE and deliver engaging lessons designed to deepen pupils’ understanding of religions and worldviews, and to develop their religious literacy. Through a progressive curriculum that builds on prior learning, children are supported to foster both understanding and critical thinking in relation to the diverse world in which they live.

Implementation

At Old Mill Primary School, we use the Leicestershire Agreed Syllabus to guide our RE curriculum. This syllabus outlines not only the breadth of content to be covered but also the key knowledge and skills children are expected to acquire. To support high-quality delivery, we have invested in the ‘RE Today’ scheme, which provides teachers with detailed lesson overviews, individual lesson plans, knowledge organisers, and assessment materials for each unit.

Achieving excellence in the implementation of our RE curriculum requires a strategic approach that promotes high-quality teaching, engaging and meaningful learning experiences, and ongoing assessment. Some of the key strategies we use include:

1	We follow the Leicestershire Agreed Syllabus for RE, which provides a clear framework for the teaching of Religious Education across the school. It ensures systematic and thematic progression, supporting a coherent and well-structured curriculum.
2	Clear progression is established through the ‘3 Big Ideas’—making sense of beliefs, making connections, and understanding the impact. These interconnected concepts are deliberately sequenced and revisited throughout the curriculum, allowing pupils to deepen their understanding step-by-step. By weaving these ideas together, teaching provides both breadth and balance, ensuring that learning builds progressively from foundational knowledge to more complex and reflective thinking.
3	Every lesson begins with the same structure: Refer to the key question for the unit and how it builds on prior learning Use a 'Flashback 4' activity to retrieve and revisit previous knowledge Share today’s learning outcome along with key subject-specific vocabulary
4	We weave both our Core Values and British Values into every lesson, helping pupils to foster tolerance and respect, and to celebrate diversity.
5	Knowledge Organisers are provided to all children to ensure that substantive knowledge from the unit is clear and identifiable.
6	Assessment within the curriculum is designed to evaluate both substantive knowledge—the key facts, concepts, and content—and disciplinary knowledge—the skills, processes, and critical approaches specific to the subject. These aspects are integrated into end-of-unit assessments and are further informed by ongoing teacher judgment to provide a holistic view of pupil progress.
7	Teachers use a range of high-quality resources to help them plan RE. This is underpinned by the agreed syllabus and supplemented by the RE Today scheme.
8	High-quality ‘faith boxes’ are used across the school.
9	Each year group takes part in one faith visit annually, providing pupils with meaningful, real-life experiences that deepen their understanding of different religions. These visits offer valuable opportunities to engage respectfully with people of diverse beliefs, reinforcing British Values such as mutual respect and tolerance of those with different faiths and worldviews.
10	Key vocabulary is explicitly introduced at the beginning of each lesson and purposefully reinforced throughout the unit to support understanding and retention.

Vulnerable Pupils (SEND and Disadvanged)

In primary Religious Education (RE) lessons, inclusivity is a central focus, particularly in supporting pupils with Special Educational Needs and Disabilities (SEND) and those eligible for Pupil Premium (PP). A range of strategies are employed to ensure these learners feel confident, enthusiastic, and independent during lessons. Differentiated instruction plays a key role in meeting the diverse needs of pupils. Lessons are adapted by varying the complexity of tasks, using a variety of teaching materials, and offering multiple avenues for engagement. Visual aids—such as images, videos, and diagrams—are regularly incorporated to reinforce key concepts, especially for those who may struggle with text-based learning. Hands-on activities, including role-playing, storytelling, and art-based tasks, offer interactive ways for all pupils to engage with religious themes in a meaningful and memorable manner.

To further support accessibility, clear and concise instructions are provided, with tasks broken down into manageable steps to reduce cognitive load. Pupils may also work in small groups, allowing for more personalized support and opportunities for active participation in a less pressured environment. Scaffolding techniques are commonly used, such as adapted worksheets, simplified texts, visual word banks, and tailored resources, ensuring all pupils can access and contribute to learning. Technology is also embraced to aid inclusion, with tools like speech-to-text software and interactive apps helping to overcome specific learning barriers. Additionally, flexible assessment methods are used, allowing pupils to demonstrate their understanding in different ways—such as through verbal responses or presentations—ensuring that all children can succeed and make meaningful progress in RE.

Impact

The impact of Religious Education (RE) in our school is evident in the positive attitudes and respectful behaviours our pupils show towards people of all faiths and beliefs. They develop a broad understanding of religious and cultural perspectives, enabling them to engage thoughtfully with others both in school and in the wider community. Through carefully structured teaching, pupils build systematic knowledge of different religions and beliefs, helping them to explore their own values and identities. RE also develops their ability to engage in respectful dialogue, express personal beliefs clearly, and appreciate diverse viewpoints. As a result, our pupils become confident, open-minded individuals who contribute positively to a diverse society.

We measure the success of our RE curriculum in several ways. Knowledge organisers outline the key content pupils are expected to know by the end of each unit, supporting clear progression. Pupil voice, alongside photographic and video evidence, offers insight into engagement and understanding. Regular book reviews ensure that outcomes reflect a broad and balanced curriculum with a variety of meaningful tasks. End-of-unit assessments, combined with teacher judgement, support consistency, high standards, and strong progress for all learners.

Assessment

Assessment in RE is based off of the end of unit assessment sheet provided by the ‘RE today’ scheme (see sample below). Each pupil sits this assessment sheet upon completion of the unit. Pupils will be assessed as ‘working at the expected standard’ (EXS) if they are able to answer most questions correctly. If a pupil answers less than half correctly, they will be assessed as ‘working towards the expected standard’ (WTS).