Religious Education
Intent
The Religious Education (RE) curriculum aims to enable all pupils to acquire, deepen, and apply a rich understanding of Christianity and the principal world religions, as well as non-religious worldviews. It seeks to foster curiosity, respect, and appreciation for the beliefs, values, and practices of others, encouraging pupils to engage thoughtfully with diverse perspectives and to reflect critically on their own responses to religious and philosophical questions. Through these opportunities, pupils develop empathy, tolerance, and a strong moral compass, making a meaningful contribution to their spiritual, moral, social, and cultural (SMSC) development.
To achieve these aims, the RE curriculum is built around three distinct types of knowledge identified by Ofsted (April 2024): substantive knowledge, which encompasses the core beliefs, teachings, and traditions of different religions and worldviews; ways of knowing, which equip pupils to study religion through disciplined, scholarly enquiry; and personal knowledge, which encourages pupils to explore their own values, assumptions, and sense of identity in relation to what they learn. This academic approach ensures accuracy and depth, helping pupils to avoid misconceptions such as stereotyping or oversimplifying religious beliefs and practices.
A key priority is to ensure that the curriculum is well-sequenced, knowledge-rich, and coherently structured. Rather than offering superficial coverage, it provides “collectively enough” substantive content to enable pupils to build secure schema of understanding over time. Earlier learning is intentionally designed to prepare pupils for more complex and abstract ideas, ensuring progression and depth across key stages.
To achieve these objectives, staff will engage in high-quality CPD focused on deepening subject knowledge, curriculum design, and effective pedagogy. Training will also emphasise the development of cultural capital, ensuring that disadvantaged pupils have access to rich, experiential learning such as visits to places of worship, interfaith projects, and dialogue with faith leaders. In addition, CPD will incorporate research-informed strategies to support memory and retention, including retrieval practice, interleaving, and concept mapping, helping pupils to “know more and remember more” over time. Finally, staff will receive guidance on applying the new Ofsted toolkit, ensuring that intent, implementation, and impact are consistently embedded and that the RE curriculum remains ambitious, inclusive, and academically rigorous.
Implementation
At Hugh Gaitskell Primary School, Religious Education is delivered through a well-sequenced, knowledge-rich curriculum that builds pupils’ understanding progressively from Early Years through to Key Stage 2. Lessons are carefully planned to ensure a clear balance between substantive knowledge (learning about religions and worldviews), ways of knowing (how we study and interpret them), and personal knowledge (reflecting on individual beliefs and values). Teachers follow the Agreed Syllabus and high-quality planning materials to ensure consistency, accuracy, and depth of learning across all year groups.
Teaching is enriched through first-hand learning experiences, including visits to places of worship, engagement with faith leaders, themed RE days, and the celebration of key religious festivals. These opportunities not only enhance cultural capital, particularly for disadvantaged pupils, but also make learning meaningful and memorable. Lessons incorporate retrieval practice, questioning, and discussion to support memory and retention, ensuring pupils revisit and embed key concepts over time.
Ongoing assessment for learning is used to identify gaps in knowledge and to adapt teaching accordingly, while pupil voice and book studies are used to monitor understanding and curriculum impact. Staff engage in regular CPD to strengthen subject expertise, improve confidence in delivering challenging theological content, and ensure alignment with the new Ofsted toolkit—focusing on intent, implementation, and impact. Through this coherent and reflective approach, the RE curriculum is implemented with fidelity, ensuring that all pupils develop a deep, respectful, and lasting understanding of religion and belief in the modern world.
Impact
By the end of each key stage, pupils at Hugh Gaitskell Primary School will demonstrate a secure, coherent, and respectful understanding of a range of religious and non-religious worldviews. They will be able to recall key substantive knowledge with confidence, make meaningful connections across religions and concepts, and apply their learning to wider moral and philosophical questions. Through regular opportunities for discussion, reflection, and critical thinking, pupils will develop the ability to articulate their own beliefs and values while showing empathy and respect towards those of others.
The RE curriculum will have a measurable impact on pupils’ spiritual, moral, social, and cultural (SMSC) development, preparing them to thrive as thoughtful, informed, and tolerant members of a diverse society. Evidence of impact will be seen through pupil voice, high-quality written and verbal responses, and a growing confidence in using disciplinary language and enquiry skills. Over time, pupils will “know more, remember more, and understand more,” demonstrating secure retention of key knowledge and the ability to revisit and build upon prior learning.
Staff confidence and subject knowledge will also strengthen as a result of sustained, high-quality CPD, ensuring that the intent, implementation, and impact of the RE curriculum remain ambitious and inclusive. Ultimately, the RE curriculum will contribute to developing curious, reflective, and compassionate learners who value diversity, seek understanding, and recognise the role of faith and belief in shaping both individual lives and the wider world.