In 2020, we began using the Devon and Torbay Agreed Syllabus for teaching RE
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.
The curriculum for RE aims to ensure that all pupils:
1. make sense of a range of religious and non-religious beliefs, so that they can:
• identify, describe, explain and analyse beliefs and concepts in the context of living religions,
using appropriate vocabulary
• explain how and why these beliefs are understood in different ways, by individuals and within
• recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are
used, expressed and interpreted in different ways, developing skills of interpretation
2. understand the impact and significance of religious and non-religious beliefs, so that they can:
• examine and explain how and why people express their beliefs in diverse ways
• recognise and account for ways in which people put their beliefs into action in diverse ways,
in their everyday lives, within their communities and in the wider world
• appreciate and appraise the significance of different ways of life and ways of
3. make connections between religious and non-religious beliefs, concepts,
practices and ideas studied, so that they can:
• evaluate, reflect on and enquire into key concepts and questions studied, responding
thoughtfully and creatively, giving good reasons for their responses
• challenge the ideas studied, and allow the ideas studied to challenge their own thinking,
articulating beliefs, values and commitments clearly in response
• discern possible connections between the ideas studied and their own ways of
understanding the world, expressing their critical responses and personal reflections with
increasing clarity and understanding
We use an enquiry based approach to RE teaching and learning:
During the foundation stage, children begin to explore the world of religion in terms of special people, books, times, places and objects, visiting places of worship and through celebration. Children listen to and talk about stories. They are introduced to specialist words and use their senses in exploring religious beliefs, practices and forms of expression. They reflect upon their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.
At key stage 1 pupils learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion for believers, especially other children and their families. Pupils ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to themselves and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging. At key stage 1 pupils should study Christianity, one other religion and consider other world views.
At key stage 2 children investigate and consider the impact of religion and belief locally, nationally and globally. They make connections between different aspects of religion and belief and consider different forms of religious expression. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and the importance of dialogue between them. They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their ideas clearly, recognising other people’s viewpoints. They consider their own beliefs and values and those of others in the light of their learning in religious education. At key stage 2 children study, in a more systematic way Christianity, Hinduism, Judaism and Islam and non-religious world views such as Humanism.