RE

Intent

“The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.”

Sunderland Agreed Syllabus 2021-2026

At Academy 360 our Religious Education curriculum aims to develop pupils who are religiously literate, empathetic, and confident in engaging with a diverse and complex world.  The intention is that pupils experience a broad and balanced curriculum that meets the needs of all, to ensure that they meet Age-Related Expectations and take into account identified gaps in learning. We provide a knowledge rich curriculum that enables pupils to understand major world religions and non religious worldviews, exploring how beliefs influence actions, identity and community. RE at our school promotes deep thinking, ethical reasoning, and respectful dialogue, supporting pupils to make sense of their own beliefs and those of others. Pupils learn about religions and beliefs in the context of Sunderland, the UK and the wider world, to discover, explore and consider different answers to the big questions of life.

We are committed to equity and inclusion. Our curriculum is designed using adaptive teaching principles so that SEND and disadvantaged pupils can access, participate in, and excel within RE. We prioritise vocabulary, cultural capital, and structured talk so all learners can succeed. The curriculum also actively promotes Fundamental British Values, enabling pupils to appreciate democracy, the rule of law, individual liberty, and mutual respect and tolerance of different beliefs.

A core intention is to develop pupils’ transferable skills across the Skills Builder framework, including listening, speaking, problem solving, creativity, teamwork, leadership, aiming high and staying positive. Alongside this, we are beginning to embed the Voice 21 oracy framework so pupils learn to communicate with clarity, confidence and respect. Combined with effective PedTech integration, our intent is for pupils to become thoughtful, articulate, and inclusive citizens prepared for life in modern Britain.

The curriculum for RE at our school aims to develop skills which ensure that all pupils:

1. Make sense of a range of religious and non-religious beliefs,
2. Understand the impact and significance of religious and non-religious beliefs
3. Make connections between religious and non-religious beliefs

At Academy 360 we aim for pupils in EYFS to encounter a variety of faith groups, as part of their growing sense of self, their own community and their place within it. The intention is that RE starts with people rather than a religion, that they experience living faiths rather than the history and belief structures of a particular faith group. In EYFS RE is experiential, creative and reflective. Pupils are given time to think, talk about and consider the world around them and the beliefs of others within their community. Through creative opportunities, independent and teacher led tasks, they are able to find out about places of worship and believers.

As the pupils move into Key Stage One, these opportunities for experiential learning continue and RE remains creative. The aim is for pupils to gain confidence, develop their skills and gain knowledge and understanding of RE, through studying Christians, Jews and Muslims. The intention is to encourage children to use the three types of skills enabling them to become more independent thinkers. They should be given opportunities to reflect on and evaluate their own response to these beliefs. Through sensitively handled discussion children should be encouraged to see things from a different point of view and begin to develop the skills of empathy and tolerance. Pupils are encouraged to use technical vocabulary to share their understanding with their peers and adults working within the classroom.

The aim for children in KS2 is that they build on their skills, knowledge and understanding and study a further faith group, Hindus. The intention is to demonstrate the ability to be reflective about their own beliefs and perspective on life, as well as knowledge of, and respect for, different people's faiths, feelings and values, including respect, morality and an understanding of cultural diversity and British Values and to recognise, and value, the things we share in common across cultural, religious, ethnic, and socio-economic communities. It is in KS2 that pupils begin to encounter the principle that RE should be inclusive of both religious and non-religious worldviews. The contribution that RE can make to preparing pupils for life in modern Britain will be significant.

Implementation

Our RE curriculum follows a carefully sequenced progression that builds knowledge, conceptual understanding and disciplinary skills over the course of their time in Primary. Pupils develop their knowledge of beliefs, practices and lived experiences through studying carefully planned units of work.  Retrieval practice, high quality texts, bespoke knowledge organisers and structured talk routines support secure understanding and long term retention.

The Sunderland Agreed Syllabus 2021-2026 has clearly defined outcomes for each unit of work reflecting the three strands of RE, which in turn feed into the End of Phase outcomes. This means that teachers are certain about what pupils should know and be able to do at the end of each key stage. The RE curriculum has been organised into sequenced plans to enable pupils to build their knowledge and skills towards the agreed end points. The content is to be taught in a logical progression building upon previous learning and skills.  There are many ways that RE can contribute to pupils’ spiritual, moral, social and cultural development; these include learning about different people’s faiths, reflecting on their own beliefs, investigating moral and ethical issues, working with others from different backgrounds, understanding cultural influences and showing respect for different faiths and cultural diversity. This is embedded into the sequenced plans.

The RE Overview clearly sets out the order in which the units (half termly) are to be taught, from EYFS to Year 6. It does this by studying one religion at a time, in systematic units and then in thematic units which build upon learning by comparing the religions, beliefs and practices studied. The Sequenced Plans and Knowledge Organisers for each unit show a step by step teaching plan which builds upon previous learning and enables retention of knowledge and skills.

How we support SEND Children Within RE

To ensure all pupils can succeed, teaching includes targeted scaffolds such as pre teaching of vocabulary, visual supports, structured sentence stems, use of Sticky Knowledge slides and a consistent style and order to the slides on the powerpoint presentations. SEND and disadvantaged pupils benefit from explicit vocabulary instruction, adaptive resources, and the use of technology such as Showbie on the ipads. This is used deliberately to enhance accessibility, modelling, feedback and engagement rather than as an add on. Online platforms such as this provide retrieval opportunities, accessible resources, and ways for pupils to demonstrate learning beyond traditional written outcomes.

How we support Disadvantaged Children

With 73% of the children in the primary phase identified as disadvantaged, we adjust and adapt the curriculum to meet their specific needs. This includes the use of iPads and online programmes to facilitate learning. Our approach ensures that all children have equal access to resources and opportunities, empowering them to succeed in their educational journey.

How RE relates to Skills Builder

We explicitly teach the Skills Builder essential skills, within RE lessons, incorporating talk routines, collaborative enquiries, ethical discussions, problem solving tasks and creative responses. Through Voice 21, oracy is beginning to be woven into lesson design using structured discussion roles, exploratory talk, presentational talk, and oracy sentence stems.  British Values are embedded through discussions of fairness, justice, religious laws, secular law, community, rights, responsibilities and the respectful exploration of diverse beliefs.

Visits and virtual encounters with places of worship, artefact handling, guest speakers and carefully selected online resources enrich the RE curriculum and provide meaningful cultural capital for all pupils.

The handling of RE artefacts from all the religions studied is encouraged and these are displayed and labelled to reflect the current RE topic. Sacred texts, and prayers are also prominently displayed as examples of how different faith groups might express their beliefs. Learning objectives in the form of key questions are used in powerpoint presentations, in books and on the wall or table displays. There is a balance of questions from the three areas of RE. In books there will be a range of differentiated work which shows the children’s response to the key questions. This could be in the form of photographs, diagrams, drawings or models, not necessarily always a piece of writing. In lessons staff will be facilitating discussion stimulated by the use of artefacts, photographs and videos.  Visits and visitors reinforce the concept of living faith and are used to launch the learning or to consolidate what had already been learnt in class. They give an opportunity to practise the skills of empathy, tolerance and respect. They also ensure that the information shared with pupils is current and relevant to the local faith group. Where possible cross-curricular links will be made and aspects of SMSC will be embedded.

Impact

The impact of RE teaching is that pupils leave the Primary phase at Academy 360 with an understanding of world religions and non religious worldviews, able to explain how beliefs influence individuals and communities. They can discuss similarities and differences, analyse sacred texts from a range of religious beliefs, ask thoughtful questions and give reasoned, evidence based responses. They demonstrate religious literacy, ethical awareness and the ability to think critically about complex concepts. These skills are demonstrated in pupil books, displays and through pupil voice.

Pupils demonstrate their communication skills in RE, shaped by Voice 21 oracy and Skills Builder. They speak confidently, listen respectfully, work well in teams, and are beginning to express viewpoints with clarity and sensitivity. Pupils start to show empathy, challenge stereotypes, and understand the importance of respect, diversity and the British Values that underpin life in modern Britain. SEND and disadvantaged pupils make progress in RE from their starting points, supported through effective scaffolding, adaptive teaching and accessible digital tools. Assessment tasks at the end of each unit, written work, discussions and pupil voice indicates pupils’ understanding, what their next steps need to be.

Overall, pupils leave the Primary phase as respectful, articulate and reflective learners who can engage thoughtfully with different beliefs, values and worldviews. They have a positive attitude towards learning in RE. They are well prepared for secondary RE and for life in a diverse, democratic and interconnected society.

Please click the link below to view the RE Curriculum Overview.

2024_2025_re_curriculum_overview.pdf

Curriculum Intent – RE

At Academy 360, our KS3 Religious Education curriculum aims to foster an informed, respectful and thoughtful understanding of religion and belief in a diverse and ever-changing world. Through the study of Christianity, Islam, and Sikhism, students will explore the beliefs, practices, values, and lived experiences of followers of these faiths.     

At Academy 360, in the RE Department, we aim to develop thoughtful, reflective and inquisitive students who can understand and evaluate the diverse beliefs, values and ethical frameworks that shape individuals, communities and societies. Through the study of RE in Key Stage 3 and Ethics in Key Stage 4, pupils acquire powerful substantive knowledge of major world religions, philosophical ideas and moral theories, alongside disciplinary knowledge that enables them to interpret teachings, analyse arguments and reach well reasoned conclusions. Our curriculum nurtures curiosity about the world, respect for different worldviews and a deep understanding of how belief, morality and identity influence human behaviour. 

Our RE and Ethics curriculum aligns with the Academy’s overarching goals by ensuring pupils achieve strong outcomes, develop positive character traits, maintain good mental wellbeing and engage with rich cultural experiences. RE plays a distinctive role within the curriculum by enabling pupils to explore themes such as morality, free will and determinism, nature versus nurture, human rights, justice, suffering, meaning and purpose. The curriculum is ambitious and inclusive, introducing all pupils to complex religious, philosophical and ethical concepts they may not otherwise encounter. Carefully sequenced learning ensures pupils build secure foundational, substantive and disciplinary knowledge, enabling clear progression from Key Stage 3 to Key Stage 4. 

Our RE curriculum is deliberately ambitious and underpinned by the principle that every pupil can achieve highly. High expectations are secured for all learners, including disadvantaged pupils and those with SEND, through adaptive teaching and targeted support. Assessment is used diagnostically to identify misconceptions, inform next steps and secure long term retention. Cultural capital is intentionally developed through exposure to diverse religious traditions, ethical case studies, philosophical texts and encounters with lived religion, with purposeful links made to History, English and PSHE where appropriate. 

Impact 

• Students are engaged and motivated learners who demonstrate curiosity, empathy and confidence when exploring religious, philosophical and ethical questions.  

• Pupils retain and recall key knowledge through regular retrieval practice and low stakes assessment. 

• Clear progression from KS3 to KS4 prepares pupils for the analytical, evaluative and extended writing demands of GCSE Religious Studies and Ethics.  

• Disadvantaged pupils and those with additional needs make strong progress through targeted intervention and inclusive curriculum design. 

• Students develop transferable skills such as critical thinking, ethical reasoning, argumentation and respectful dialogue that support success across the curriculum and beyond. 

The fundamental aims of the RE & Ethics department are to: 

• Develop pupils’ understanding of key religious beliefs, practices, worldviews and ethical concepts.  

• Teach pupils how to interpret sacred texts, analyse philosophical arguments and evaluate ethical theories. 

• Encourage critical thinking, questioning and debate about moral issues, human behaviour and the nature of belief.  

• Enable pupils to communicate their understanding clearly through speaking, extended writing and structured argument. 

• Foster respect for different cultures, beliefs and identities, promoting tolerance, empathy and responsible global citizenship. 

Contributing to our A360 Curriculum Intent in RE, we contribute to our whole school intent by: 

How does our curriculum cater for disadvantaged students and those from minority groups?

Students who are disadvantaged, including those with multiple barriers, are actively considered in curriculum planning and sequencing to ensure equitable access, targeted support, and the best possible outcomes for all. 

The RE department plans and sequences the curriculum with disadvantaged pupils, including those facing multiple barriers, at the centre of its design. Learning is structured to ensure equitable access to clearly defined substantive knowledge of religions, worldviews and ethical concepts, alongside disciplinary knowledge that enables pupils to interpret beliefs, analyse arguments and evaluate differing perspectives. Targeted support through the yellow pathway, Engage and LSC provisions is strengthened by bespoke curriculum adaptations that remove barriers to understanding abstract ideas and re engage pupils in meaningful study. This approach ensures that all learners, regardless of starting point, are supported to make strong and sustained progress while maintaining high expectations. 

Literacy Skills

Students develop strong literacy skills within Child development through deliberate opportunities to read, write, speak, and listen using subject-specific vocabulary and language, enabling them to communicate and think critically with confidence. 

The RE department deliberately builds frequent and purposeful opportunities for pupils to read sacred texts, interpret philosophical writing, analyse ethical case studies and engage in structured discussion. Literacy is explicitly taught through the use of precise religious, philosophical and ethical vocabulary, enabling pupils to explain beliefs, construct arguments and evaluate viewpoints with clarity. Teacher modelling, guided dialogue and extended writing tasks support pupils to refine their reasoning, articulate complex ideas and communicate respectfully and confidently. This consistent emphasis on disciplinary language enables pupils to think critically, express ideas precisely and transfer these skills across the curriculum. 

Qualifications

Students leave our academy with excellent qualifications that give them a wide range of choices and opportunities as they move into the next stage of education and adult life.

Through an ambitious, coherently sequenced RE and Ethics curriculum and consistently high quality teaching, pupils leave the academy with strong qualifications that open pathways to further study, training and employment. Secure understanding of religious beliefs, ethical theories and philosophical concepts—such as morality, free will and determinism, and nature versus nurture—equips pupils with the analytical, evaluative and communication skills essential for success at GCSE and beyond. This strong foundation enables pupils to make informed choices, understand diverse worldviews and thrive in the next stage of education and adult life. 

Strong Character

Students develop strong character traits that will support them to adapt and thrive in a rapidly changing world.

The RE department supports pupils to develop the character traits and values needed to thrive in a rapidly changing world. Through the study of moral dilemmas, philosophical questions and diverse religious teachings, pupils explore themes such as justice, compassion, responsibility, identity and human purpose. This engagement fosters empathy, resilience and thoughtful curiosity about the world and the people within it. Structured discussion, debate and reflective writing enable pupils to articulate viewpoints respectfully, evaluate differing perspectives and develop the confidence and adaptability required for active participation in modern society. 

Physical and Mental Health

Our students develop their physical and mental health, alongside their intellectual growth.

The RE department supports pupils’ mental and emotional wellbeing, alongside their intellectual development, by providing a curriculum that encourages reflection, self awareness and emotional literacy. Exploring questions about meaning, purpose, suffering and human behaviour helps pupils develop resilience, perspective and a deeper understanding of themselves and others. Regular opportunities for discussion, debate and reflective writing enable pupils to express thoughts and feelings, build confidence and form positive relationships. High expectations, consistent routines and supportive classroom practice promote a calm, secure learning environment where pupils can manage challenge, maintain positive mental health and grow as well rounded individuals. 

Cultural Experiences and Opportunities

Students have access to high-quality cultural experiences and extra-curricular opportunities.

The RE department provides pupils with access to high quality cultural experiences and extra curricular opportunities through an ambitious curriculum enriched by encounters with diverse religious traditions and ethical perspectives. These experiences are strengthened through visits to places of worship, university philosophy departments, interfaith events and guest speakers from different worldviews. Enrichment activities such as debate clubs, ethics workshops and philosophy circles allow pupils to explore big questions beyond the classroom, broadening cultural capital and deepening their understanding of belief, morality and human experience. 

Careers Information

Students engage with high-quality careers information and guidance across all key stages.

The RE department supports pupils’ engagement with high quality careers information and guidance by explicitly highlighting the transferable skills developed through RE and Ethics—such as critical thinking, ethical reasoning, empathy, communication and problem solving. Pupils are introduced to careers linked to RE, including law, counselling, social work, education, journalism, public service, community work and roles within faith organisations. These links are embedded through curriculum content, enrichment opportunities and purposeful discussion within lessons. This sustained exposure enables pupils to make informed decisions about future study and understand how RE supports progression into further education, training and employment. 

British Values

Students have a highly developed understanding of the fundamental British Values of democracy, the rule of law, individual liberty, mutual respect and tolerance.

The RE department develops pupils’ understanding of Fundamental British Values through the study of religious teachings, ethical theories and philosophical debates. Pupils explore themes such as justice, authority, human rights, freedom, equality and moral responsibility, enabling them to examine the importance of democracy, the rule of law and individual liberty. Structured discussion and debate encourage pupils to evaluate differing viewpoints, challenge prejudice and develop respect for diverse beliefs and practices. This sustained engagement supports pupils to become informed, respectful and active citizens in modern Britain. 

Protected Characteristics

Students have a strong understanding and appreciation of all protected characteristics, including race, gender, religion, disability and sexual orientation.

The RE department develops pupils’ understanding and appreciation of all protected characteristics through an inclusive curriculum that examines how different religious and ethical traditions respond to issues of identity, equality and human dignity. Through the study of beliefs, moral teachings and contemporary ethical debates, pupils explore themes such as prejudice, discrimination, justice, gender equality, disability rights and LGBTQ+ inclusion. Structured discussion, respectful debate and reflective writing enable pupils to challenge stereotypes, consider multiple perspectives and develop a secure understanding of diversity and equality. This sustained engagement ensures pupils leave with the knowledge, attitudes and respect needed to contribute positively to a diverse society. 

Click the link below to see our Secondary RE Curriculum

RE 5 Year Curriculum Plan