Vision
At Springfield, our vision for the Religious Education (RE) curriculum focuses on creating a rich and comprehensive learning experience. This curriculum not only helps children search for personal meaning but also gives them a deep understanding of what it means to be human in our diverse world. Our approach to RE goes beyond academic knowledge; it encourages children to engage with the practices, beliefs, and values of different cultures. This engagement is essential for developing skills and attitudes that promote British values, community spirit, and mutual respect—all crucial for a harmonious society.
The need for a well-rounded education in RE is clear in today’s society, which is full of various traditions, values, and beliefs. At Springfield, we aim to provide a framework that encourages learners to explore important questions and think carefully about their own beliefs and those of others. By doing this, we seek to foster a sense of identity and appreciation for different cultures, empowering children to understand the rich human experiences around them.
Intent
Aligned with our school’s ethos, our intent for teaching RE is both clear and varied. We believe that understanding both religious and non-religious viewpoints is essential for children as they prepare to thrive in a diverse society. Our curriculum is designed to impart key knowledge and skills that help children make sense of the complexities around them, fostering respect for different religious and cultural perspectives. This spirit of inclusivity is vital in helping our children contribute positively to a unified and caring society, where understanding and tolerance can grow and strengthen community ties.
Implementation
Our commitment to delivering high-quality RE education is evident in our systematic and comprehensive approach to the curriculum. The structure is designed to ensure steady development and coherence across all year groups, allowing children to build on the knowledge and skills they have already acquired. Our subject leader has been instrumental in providing thorough training on the Lancashire Agreed Syllabus ‘Searching for Meaning,’ which forms the basis of our RE teaching. The guidelines and objectives in this syllabus promote clarity and consistency in teaching throughout all stages— from Early Years to Key Stage 2—ensuring that every child receives a balanced education in religious understanding.
We have also created a knowledge and skills map that clearly outlines the specific knowledge and skills covered in the curriculum. This map serves as a helpful tool for both teachers and learners, reinforcing important skills that might have been missed in earlier years. For instance, if certain religious teachings or cultural insights were not explored adequately in previous classes, our curriculum allows time for revisiting this knowledge. This guided approach enables children to dive deeper into complex ideas, enriching their understanding and engagement with the subject.
Adaptive teaching methods are an important part of our RE lessons. Our educators are dedicated to ensuring that all children are challenged, supported, and extended based on their individual needs. Those who show talent for more complex concepts are given the chance to deepen their understanding, while those with English as an Additional Language (EAL) or Special Educational Needs and Disabilities (SEND) receive the support they need to thrive in the classroom. This personalised approach is crucial for allowing each child to reach their full potential, ensuring that everyone has access to the rich content of the RE curriculum.
We also believe in an interdisciplinary approach. We actively seek to create connections between RE and other subjects, believing that learning across disciplines promotes a deeper understanding of skills. When RE content is integrated meaningfully with other subjects, children can apply what they have learned in different contexts, enriching their overall educational experience. The main question of our RE curriculum is, ‘What does it mean to be human?’ By encouraging children to connect their learning with their own lives, we foster empathy and understanding that helps them to appreciate cultural differences and engage with the complexities of the world.
As part of our commitment to exploring diverse viewpoints, we have developed a curriculum that offers a balanced representation of religious traditions. Christianity, Islam, and Hindu Dharma are taught in every year group from Year 1 to Year 6, accurately reflecting the religious and cultural diversity of Lancashire. Judaism is included in Years 1, 2, and 5, while Sikhism is deeply explored in Years 3 and 4, and Buddhism is examined in Year 6. This wide-ranging inclusion ensures children encounter various religious perspectives, enhancing their understanding of global viewpoints and cultural diversity.
The structured progression of our curriculum is supported by key questions for each year group, encouraging children to engage with significant themes that challenge their thinking and prompt self-reflection. The questions are as follows:
- Reception – Why are some things special?
- Year 1 – What do people say about God?
- Year 2 – How do we respond to the things that really matter?
- Year 3 – Who should we follow?
- Year 4 – How should we live our lives?
- Year 5 – Where do we find guidance on how to live our lives?
- Year 6 – Is life like a journey?
These questions play an important role in engaging children with the curriculum, encouraging them to express their thoughts and beliefs while participating in thoughtful discussions that challenge their perspectives and broaden their understanding of others.
Impact
The impact of our RE curriculum is a crucial part of our educational philosophy, offering children the chance to build a solid knowledge base while also engaging in personal reflection and spiritual growth. Our aim is for children to develop a genuine curiosity about other cultures and religions, creating an environment where respect for diversity is essential. Such respect helps to form a harmonious classroom community, enabling everyone to appreciate the richness of different beliefs and practices while valuing the contributions of each child.
Assessment in Religious Education is part of the school’s agreed observation, assessment, and planning cycle. Evidence can be gathered from students’ books, as well as from platforms like Seesaw and floor books, and from insights provided by parents and teachers.
Schools also reports the outcomes of end-of-Key Stage 2 assessments to the Local Authority for monitoring purposes. Other quality assurance methods include actions by subject leaders, such as lesson observations, book reviews, and termly reports to governors.
