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“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

Intent

At Academy 360 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. Religious Education (RE) contributes to this by provoking challenging questions about the meaning and purpose of life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. 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 these questions. Teaching of RE should equip pupils with systematic knowledge and understanding of a range of religions and beliefs, enabling them to develop their own ideas, values and identities. Pupils should gain the skills needed to understand, interpret and evaluate texts, and other evidence. They should learn to articulate clearly their personal beliefs, ideas and values, whilst respecting the right of others to differ.

The curriculum for RE at Academy 360 aims to develop skills which ensure that all pupils:

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

At Academy 360 we aim for pupils in EYFS to encounter Christians and other 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 Christians, rather than Christianity, 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 intent 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.

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.

Implementation

At Academy 360, we follow the Sunderland Agreed Syllabus 2021-2026 and RE is taught as a discrete subject to all pupils from EYFS to Key Stage 2. In EYFS and Key Stage 1 this equates to up to 45 minutes a week and in Key Stage 2 up to 1 hour per week. Due to timetabling constraints this can sometimes vary. RE is sometimes taught in blocks to address this but mostly it is taught weekly. All parents have the right to withdraw their children from RE lessons and this would be in discussion with the Head of School.

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 which was defined as an area for improvement for our pupils. The purchase of RE Ready Resources means that teachers have PPT’s and internet links that are up to date and support in the implementation of the Sequenced Plans and development of their RE subject knowledge.

The handling of RE artefacts is encouraged and these are displayed and labelled to reflect the current RE topic. The Bible, The Lord’s Prayer and the Primary school Prayer are prominently displayed as part of Continuous Provision. Learning objectives in the form of key questions are used in the PPT’s, 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. Speaking and listening about these is very important in all Key Stages. 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.

Primary

Intent

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 knowledgeâ€‘rich curriculum that enables pupils to understand major world religions and nonâ€‘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, problemâ€‘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:

Make sense of a range of religious and non-religious beliefs,
Understand the impact and significance of religious and non-religious beliefs
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.

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, highâ€‘quality texts, bespoke knowledge organisers and structured talk routines support secure understanding and longâ€‘term retention.

How we support SEND Children Within RE

To ensure all pupils can succeed, teaching includes targeted scaffolds such as preâ€‘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 addâ€‘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, problemâ€‘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 nonâ€‘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, evidenceâ€‘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.