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Religious Education

The Agreed Syllabus for Religious Education has been created and approved by SACRE (Standing Advisory Council for Religious Education) and is the legal basis for RE in Peterborough.


All pupils on the school role at Norwood are entitled to receive RE, which will be delivered through core and additional school designed units of work.

At Norwood School the RE curriculum is enquiry based. Using enquiry based learning techniques ensures that pupils are enabled to be active, thoughtful, reflective and expressive in their handling of questions about beliefs, religion, spirituality and values.

We base our teaching and learning style in RE on the key principle that good teaching in RE allows children both to learn about religious traditions and to reflect on what the religious ideas and concepts mean to them. Our teaching enables children to extend their own sense of values and promotes their spiritual growth and development. We encourage children to think about their own views and values in relation to the themes and topics studied in the RE curriculum. Our teaching and learning styles in RE enable children to build on their own experiences and extend their knowledge and understanding of religious traditions.

We use their experiences at religious festivals such as Easter, Diwali, Passover, Eid al-Fitr  etc. to develop their religious thinking. They study particular religious faiths and also compare the religious views of different faith groups on topics such as rites of passage or festivals. Children discuss religious and moral issues using computers and working individually or in groups. Sometimes they prepare presentations and share these with others. We recognise the fact that all classes in our school have children of widely differing abilities, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.

Implementation - How is the curriculum being delivered?

The Foundation Stage

It is important in the foundation stage to give children a broad, play based experience of RE in a range of contexts, including outdoor play. Early years learning environments should feature RE scenarios based on experience in the real world, such as in role play. We teach RE to all children in the school, including those in the reception class. In reception class, RE is an integral part of the topic work covered during the year. As the reception class is part of the Foundation Stage Curriculum, we relate the RE aspects of the children's work to the objectives set out in the Early Learning Goals which underpin the curriculum planning for children aged three to five. These mainly fall under the following areas;

  • Communication and language – including developing skills and confidence in expressing themselves;
  • Understanding the World; Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
  • Personal, social and emotional development – including developing a positive sense of themselves and others, social skills and respect.

Key Stage 1 and 2 

There are two attainment targets in Religious Education for Key Stage 1 and 2. These two attainment targets for religious education (RE) support the aims of the subject concisely. RE must be relevant to pupils' own personal development and awareness. The two attainment targets are sometimes distinct in planning, but often interwoven.

These are;

Attainment target one (AT1) – Learning about religion and belief. This includes thinking about and interpreting religious beliefs, teachings, sources, practices, ways of life and ways of expressing meaning with reference to the specific beliefs and religions studied.

Attainment target two (AT2) – Learning from religion and belief. This includes communicating reflections, responses and evaluations about questions of identity, belonging, diversity, meaning, purpose, truth, values and commitments, making increasingly insightful links to the specific religions studied. RE is at its most effective when these two attainment targets are closely related in the learning experience.

The curriculum is aimed at teaching children acquire knowledge, respond thoughtfully and develop morally, socially, spiritually and culturally. This will be assessed under two main attainment target headings: Learning about religion and belief; Learning from religion and belief.

We provide opportunities for children of all abilities to develop their skills and knowledge in each unit and ensure the planned progression built into the syllabus offers the children an increasing challenge as they move through the school. KS2 builds upon KS1, KS1 builds upon the Foundation Stage. In addition, certain skills and attitudes are encouraged e.g. learning to respect the skills of others, asking questions and listening to others, personal reflection on life and its values.

Fundamental British Values

At Norwood we promote the British Values of;

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those with different faiths and beliefs

Actively promoting these values means challenging opinions or behaviours in school that are contrary to British Values. RE lessons will offer a structured and safe space for reflection, discussion, dialogue and debate. In RE lessons pupils learn the skills and develop attitudes that help protect themselves and others from harm throughout their lives.

Cultural Capital

At Norwood School we aim to develop a child's Cultural Capital.

Cultural capital is the accumulation of knowledge, behaviours, and skills that a pupil can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a student will draw upon to be successful in society, their career and the world of work.

Cultural capital promotes social mobility and success in our stratified society.

Cultural capital gives a student power. It helps them achieve goals, become successful, and rise up the social ladder without necessarily having wealth or financial capital.

Cultural capital is having assets that give pupils the desire to aspire and achieve social mobility whatever their starting point.

Norwood school recognises that there are six key areas of development that are interrelated and cumulatively contribute to the sum of a student’s cultural capital:

  1. Personal Development
  2. Social Development, including political and current affairs awareness
  3. Physical Development
  4. Spiritual Development
  5. Moral Development
  6. Cultural development

At Norwood School through Religious Education we endeavour to ensure that children should think about and interpret religious beliefs. They should communicate their reflections, responses and evaluations about questions of identity, belonging, diversity, meaning, purpose, truth, values and commitments. All of these things are essential to development as a human being.

Impact - What difference is the curriculum making?

Religious Education at Norwood School develops pupils’;

  • knowledge and understanding of, and their ability to respond to, Christianity, other principal world religions, other religious traditions and world views;
  • understanding and respect for different religions, beliefs, values and traditions (including ethical life stances), through exploring issues within and between faiths;
  • understanding of the influence of faith and belief on individuals, societies, communities and cultures;
  • skills of enquiry and response through the use of religious vocabulary, questioning and empathy;
  • skills of reflection, expression, application, analysis and evaluation of beliefs, values and practices, and the communication of personal responses to these

Religious Education at Norwood Primary encourages pupils to;

consider challenging questions of the meaning and purpose of life; beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human;

  • understand the influence of religion on individuals, families, communities and cultures;
  • learn from different religions, beliefs, values and traditions while exploring questions of meaning and their own beliefs;
  • learn about religious and ethical teaching, enabling them to make reasoned and informed responses to religious, moral and social issues;
  • develop their sense of identity and belonging, preparing them for life as citizens in a plural, global society;
  • develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own.

Religious Education at Norwood Primary enhances pupils’;

  • awareness and understanding of religions and beliefs, teachings, practices and forms of expression;
  • ability to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.

Religious Education at Norwood Primary offers;

  • opportunities for personal reflection and spiritual development.