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Religious Education




The aim for religious education is:

  • To bring learners into contact with and provoke challenging questions
  • To provide a safe and secure setting in which learners can explore and develop their own beliefs and understanding of major religious and spiritual concepts and ideas
  • To provide a supportive context that enables learners to develop and build a good sense of identity and belonging
  • To enable learners to develop understanding, respect and empathy for others of different beliefs and practices and to be able to challenge and overcome prejudice
  • To enable learners to consider, understand and live up to their responsibilities towards themselves, their families, society and a possible higher authority

Curriculum/Scheme of Work

At Woodcote Primary we follow the Cornerstones; Love to Celebrate Syllabus for Religious Education. The Curriculum is taught through the festivals of the 6 different religions: Buddhism. Christianity, Hinduism, Islam, Judaism and Sikhism. These religions are taught through 36 Individual Learning Projects (ILP) across Key Stages 1 and 2. SMSC links are included in every ILP.


We have chosen to focus on a different religion each half term through a different festival. This will allow for full coverage across KS1 and KS2. There is no key religious character in our school, so we have chosen to provide a broad curriculum to give our children a full understanding of the 6 key religions.

Each ILP follows the format of:

· Engage – the children take part in a memorable experience, start to read and research the new theme and ask their own enquiry questions.

· Develop – the children delve more deeply into a theme, develop an understanding of new concepts and skills, acquire new knowledge, practice and master new skills and re-visit previously learned skills.

· Innovate – the children apply skills, knowledge and understanding to real-life and imaginary contexts, show enterprise in solving problems and resolving situations, use their thinking skills to explore possibilities and build on their self-esteem and confidence.

· Express – the children perform, present and become the experts, evaluate finished products, processes and progress and link what they have learnt to starting points or initial observations.


All children are given the opportunity to access the curriculum through providing differentiated and ambitious lessons with appropriate challenge and support. All pupils will be challenged including the more able. For children with SEN, tasks will be adjusted or pupils will be given support to access tasks. Children will be given different starting points for each lesson providing resources of different complexity and setting tasks of increasing difficulty. Using teacher assessment from previous lessons, some children may start independent tasks without teacher input, others may be set a challenge more suited to their needs. Tasks will be set that allow for a variety of open-ended responses.


Formative assessment is ongoing and is against the clear lesson objectives. At the end of the year teachers are required to report for parents attainment and effort in RE.

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