Religious Education

Religious Education Statement of Intent

At South Hiendley Primary School, the intent of our R.E. curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more.  Our belief is that, by using an enquiry-based model well and teaching using Rosenshine’s pedagogy, we will develop children’s critical thinking skills, increase their motivation to learn, and enhance their knowledge and understanding of, and empathy with, people and their beliefs, religious or otherwise. This approach takes very seriously the philosophy that children are free to make their own choices and decisions concerning religion and belief. R.E. does not try to persuade, but rather, informs and develops the skills through which evaluation can take place.

They can find out what people believe and what difference this makes to how they live. This will allow our children to make sense of religion and reflect on their own ideas and ways of living. We provide our children at South Hiendley Primary School with opportunities for them to learn about, and from, religions and worldviews in local, national and global contexts. They can discover, explore and consider different answers to these questions. They will be equipped with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities. Our children are encouraged to develop an aptitude for dialogue so that they can participate positively in our diverse society. School has identified key intentions that drive our R.E. curriculum.


Scheme of work: South Hiendley Primary School follows the Discovery Enquiry based R.E. Curriculum which has a long-term plan for all year groups to follow across school.

It has 64 enquiry modules. Christianity is taught in every year group, with Christmas and Easter given fresh treatment every year, developing children’s learning in a progressive way.

Buddhism, Hinduism, Islam, Judaism and Sikhism are included, and there is flexibility to which religions the school chooses to teach and when.

The planning follows a 4-step approach as the basis for implementation. Every unit (enquiry) is based around a key question. The key question for the enquiry is such that it demands an answer that weighs up ‘evidence’ (subject knowledge) and reaches a conclusion based on this. This necessitates children using their subject knowledge and applying it to the enquiry question, rather than this knowledge being an end in itself. Discovery R.E. focuses on critical thinking skills, on personal reflection into the child’s own thoughts and feelings, on growing subject knowledge and nurturing spiritual development.

Step 1 – Engagement (1 lesson) What is my starting point (human experience) in my own world?

Step 2 – Investigation (3 lessons) What do I need to know ABOUT the world of religion to support my enquiry?

Step 3 – Evaluation (1 lesson) Critical reflection on the knowledge I have now gained.  What is my answer to the enquiry?

Step 4 – Expression (1 lesson) How does this enquiry affect my position starting point?

These lessons work alongside British Values/PSHE implemented within school as a whole.

Assemblies: Whole school and Class.

Resources: Children gain a deeper understanding of the religion studied through the use of high-quality resources/artefacts, visitors and visits.

Visits and Visitors: To include community walks to our local church at Felkirk and visits from Father Craig Tomlinson.


At South Hiendley Primary School, children will know more, remember more and understand more about R.E. They will understand the importance of R.E. in different people’s lives, be critical thinkers empathise and understand different beliefs, religions and cultures. As a result of this, they will become independent and responsible members of a society who understand and explore big questions about life. The children at South Hiendley Primary School will be equipped with the skills and understanding which will enable them to be ready for the curriculum at Key Stage 3 and to participate positively in our society with its diverse religions through life as an adult in the wider world.