Curriculum RPE



While religion is the experience and expression of a faith, Religious Education (RE) is the opportunity to learn about religion – what the beliefs and practice of a faith are, how a person’s way of living reflects the religious teachings, the similarities amongst teachings of diverse faiths, and the chance to develop respect for others through a better understanding of those different faiths that make up our society. 

RE enables challenging questions about the meaning and purpose of life to be explored.  Pupils can think about what is right and wrong, and the consequences of such.  The delivery of this subject takes account of The Education Act 1996, The Schools Standards and Framework Act 1998, and The Education Act 2002.


Aims :

RE aims to equip students with sufficient knowledge and understanding to appreciate some basic beliefs of (and the impact of these on) others, whilst developing a strong sense of self worth and value.  We try to enhance a student’s spiritual, moral, cultural and social development.  As education develops into their mid teens, we aim to enable student’s to make reasoned and informed judgments about various moral issues in life  – issues such as abortion, capital punishment, drug use, human rights - and be able to see how religion can play a vital role in these dilemmas for many people.  Through quality religious education we aim to make a valued contribution towards community cohesion.

One World – Many Faiths :

In the foundation class and primary department children are taught to learn to respect and value adults and peers.  They learn to avoid misapprehensions and negative attitudes towards others.  Learning opportunities enable children to become aware of, explore and question differences in gender, ethnicity, language, religion and culture.

Ravenshall follows the Kirklees Agreed Syllabus for RE – “One World, Many Faiths”.  RE is a statutory, core subject, taught throughout Key Stages 1 to 4. In the early years knowledge and understanding of the world forms the foundation for future work in RE.  In Key Stage 1 & 2 Christianity and Islam are studied.  Hinduism is covered where appropriate.  Pupils study Christianity and Islam in Key Stage 1.  In the Foundation and Primary Department work is assessed on the teacher’s knowledge of individual pupils and recorded appropriately.  In Key Stage 2 (juniors) an Eastern religion (Buddhism and/or Sikhism) is added to the learning.  The study of these faiths is continued in Key Stages 3 & 4 with the addition of Judaism & Hinduism.  Pupils receive their entitlement for RE of one hour per week, though in KS1 & 2 this can be done as block learning over a whole day or so to allow quality learning and incorporate excellence and enjoyment principles.

The key change to this syllabus (2007 – 2012) from its predecessor is that pupils learn through a “concept based” approach to learning.  By this method, pupils generally begin learning through a common experience that all can relate to.  This is then placed into a general religious context, and finally to a specific religious context.  An example of this would be: –1) Journeys – Pilgrimages - Hajj or Lourdes, 2) Heroes – Religious leaders – Jesus or Muhammad pbuh. 

Curriculum / Implemetation :


Through teaching the subject we try to develop skills of communication, enquiry, investigation, and expression.  Pupils are encouraged to work with others, improve their own learning, develop empathy, apply their learning, use creative thinking, and evaluate what they, and others, think, believe or do.  We try to foster an open mind approach while giving much respect for individual rights to own beliefs.  Students are encouraged to appreciate our world and the work of individuals who strived to make this a better place, for example, Martin Luther King Jnr, Peter Benenson.


The two key strands to the curriculum are:

1) beliefs and teachings (and leaders)

2) practices and ways of life (commitment, responsibilities, rituals, spirituality)

Assessment (Secondary Deptartment)

Assessment became a statutory requirement within RE from 2007, however this good practice has been carried out for the past few years giving us valuable information to enable tracking pupil progress and enabling targets for development.  Levels from assessed pieces of work are collected approximately twice a year.  Whole class targets are shared with the group at the beginning of a lesson.  Targets for assessed pieces of work are given to pupils using “pupil-speak” terminology, for example ` I can retell a story’, or ‘I can tell you what’s the same in another religion’.

Students in Key Stage 4 (years 10 and 11), working between levels 1 and 3, study units for the accredited Entry Level Certificate in RE that AQA offer.   All students carry out “Beliefs and Values” challenges from the ASDAN (Award Scheme Development and Accreditation Network) which incorporates students operating within the Pscales.



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