Religious Education

Religious Education

The school’s Religious Education policy follows the guidelines of North Tyneside’s Agreed Syllabus. This covers the key teaching of different faiths including Christianity, Buddhism, Judaism and Hinduism. Daily acts of worship in assemblies are broadly Christian in character. Where required, the school will make arrangements for parents to exercise their right to withdraw their child from religious worship or instruction. This matter should be discussed with the Headteacher.

Religious Education @ Whitley Lodge First School

Statement of Intent

‘Religious Education is about promoting openness, respect for others, understanding and critical enquiry.’

At Whitley Lodge First School, we believe that Religious Education (RE) plays a fundamental role in helping pupils develop an understanding of their own beliefs and those of others. RE enables children to learn about a variety of religious and non-religious worldviews in a respectful and thoughtful manner, fostering tolerance and mutual respect in line with the school’s commitment to promoting diversity and inclusion.

Through our RE curriculum we provide opportunities to develop children’s knowledge and understanding of World Religions and reflect on the challenging questions that it provokes.

Our key aims are to:

• Help pupils develop knowledge and understanding of Christianity and other principal religions represented in Great Britain.
• Encourage respect, tolerance, and appreciation of diversity in religious and non-religious beliefs.
• Support pupils in reflecting on their own values and beliefs, and those of others.
• Promote critical thinking and thoughtful discussions on issues of meaning, truth, and ethical considerations.
• Meet the statutory requirements for RE under local and national guidelines.

Teaching Approaches

RE lessons at Whitley Lodge are designed to be engaging, inclusive, and reflective. Teaching methods include:

• Storytelling and Role Play: Engaging with religious stories, myths, and parables.
• Art and Creative Expression: Using drawing, painting, and other art forms to explore religious themes.
• Class Discussions and Debates: Encouraging pupils to voice their opinions and ask questions.
• Reflection Time: Providing children the opportunity to reflect on values and practices.
• Visits and Visitors: Organising visits to local places of worship and inviting faith representatives to speak.

Children’s work and ideas are captured in a class floor book that documents the learning journey.

Early Years

In the EYFS, RE introduces children to diverse beliefs, values, and traditions in age-appropriate ways. It is linked to Early Learning Goals and explores special people, books, times, places, and objects to build respect and understanding.

The aims in Early Years include:

• Developing curiosity about world beliefs and practices.
• Introducing the idea that beliefs shape actions and celebrations.
• Recognising special festivals and places of worship (e.g., Diwali, Christmas).
• Fostering respect and inclusivity for all faiths and backgrounds.

By the end of Key Stage 1, pupils should be taught to:

• Say what is important in their own life.
• Know what some religious words mean.
• Know about some festivals or celebrations of a religion.
• Retell parts of some religious stories.
• Recognise some religious symbols.
• Begin to recognise similarities and differences in worldviews.
• Describe simple teachings of a religion.
• Recognise and describe religious objects, people, places, and practices.
• Describe messages or meanings of religious symbols.
• Explain how actions affect others.
• Understand the term ‘morals’.
• Compare personal values with religious beliefs.
• Relate feelings to characters in religious stories.
• Ask questions and express opinions about ideas.
• Identify how personal choices are made.

By the end of Key Stage 2 (Year 4), pupils should be taught to:

• Describe what a believer might learn from religious teachings.
• Use religious words to describe beliefs and practices.
• Describe religious buildings and how they are used.
• Describe and explain the use of religious artefacts.
• Understand how personal experiences influence attitudes and actions.
• Make connections between different religious beliefs.
• Identify symbolism in religious literature and the arts.
• Understand how religion is expressed through buildings, objects, and actions.
• Recognise how belief influences behaviour (e.g., church attendance).
• Say what is important in their own life and compare with religious teachings.

Curriculum

We follow the North Tyneside Agreed Syllabus for RE across all key stages. Our curriculum includes three key elements: Knowledge and Understanding, Critical Thinking, and Personal Reflection. These are interwoven to ensure good progress and depth of learning.

Our curriculum includes:

• Christianity: Central to our teaching, reflecting UK cultural heritage.
• World Religions: Including Hinduism, Buddhism, Judaism, and Islam.
• Non-Religious Worldviews: Exploring Humanism.
• Thematic Learning: Covering:
  • Festivals (e.g., Christmas, Eid, Diwali, Hanukkah)
  • Sacred texts (Bible, Qur’an, Torah)
  • Moral questions (e.g., fairness, justice)
  • Religious responses to caring and compassion

Due to mixed-age classes, we use a two-year rolling programme that ensures concepts are revisited and skills are built progressively. The curriculum aligns with National Curriculum objectives, the local syllabus, and our own core knowledge map.

Purpose of Study

The Agreed North Tyneside Syllabus ensures pupils:

• Develop deep knowledge of religious and non-religious worldviews.
• Explain beliefs, concepts, sources of authority, and religious expression.
• Understand how beliefs affect individuals, communities, and society.
• Use specialist vocabulary with accuracy and understanding.
• Understand religious diversity locally, nationally, and globally.
• Recognise religion as complex and diverse.
• Engage in critical thinking and reflective enquiry.
• Reflect on their own values, experiences, and beliefs with discernment.

The Role of the Subject Leader

• Provide strategic direction for RE.
• Support colleagues in planning and delivery.
• Monitor pupil progress and teaching quality.
• Attend subject-specific training.
• Manage RE resources and budget.

Subject leaders receive non-contact time to fulfil responsibilities and stay updated on developments. They review policies, plans, and pupil outcomes. Monitoring (including pupil voice) informs annual action planning.

Inclusion

• Respect for All: Promotes mutual respect between religious and non-religious worldviews.
• Right of Withdrawal: Parents may withdraw children from RE by notifying the Headteacher in writing.
• SEND Provision: Lessons are inclusive and differentiated to support all learners.

Assessment

Assessment is ongoing and formative, focusing on knowledge, understanding, and reflection. Methods include written tasks, projects, and discussion. Progress is tracked using Sonar assessment statements and informs planning for future lessons.