RE Intent, Implementation and Impact


Our RE curriculum has been designed to allow children to:


  • Acquire and develop knowledge and understanding of both religious and non-religious worldviews. Children will acquire both substantive and disciplinary subject knowledge in Christianity, Islam, Hinduism, Buddhism and, in Year 5/6, Humanism
  • Develop an understanding of the ways in which religious and non-religious beliefs, teachings, practices, values and traditions influence individuals, communities, societies and cultures, from the local to the global contexts, and to compare and contrast the diversity in these lived experiences within each worldview
  • Develop the ability to make reasoned and informed judgements about religious and moral issues, with reference to the beliefs, teachings, practices, sources of authority and ways of living associated with the principle religions represented in the UK
  • Develop positive attitudes of mutual respect for and tolerance of those with different faiths and beliefs
  • Enhance their spiritual, moral, social and cultural development by:
    • Considering the ‘big questions’ raised by human experience and reflecting on how religious and other traditions respond to them
    • Responding to such questions with reference to religious beliefs, teachings, practices, values and traditions, relating them to their own understanding and experience
    • Reflecting on their own beliefs, values and experiences in light of their study of religious and other traditions


Our R.E. Scheme of Work is based upon the Understanding Christianity resource, which guides our Christianity units, and the Lincolnshire Agreed Syllabus. We are currently reviewing our curriculum to ensure that 50% of curriculum time focusses on Christianity, as is outlined in the Church of England Education Office’s Statement of Entitlement (2019). All other RE curriculum time is focussed on developing a deep understanding of Islam, Buddhism and Hinduism,[1] and, in Y5/6, Humanism, as is recommended in the Lincolnshire Agreed Syllabus. 


Worldviews taught in school include study of relevant major festivals and celebrations within that faith; children are able to distinguish between their beliefs and ways of celebrating compared to major religions represented both locally and in other parts of the world. For example, children realise that their own beliefs and traditions relating 

to Christmas may vary compared with biblical texts and teachings and with how Christmas is celebrated around the world.


Understanding Christianity’s approach to teaching Christianity builds up pupils’ encounters with biblical concepts through texts, placing the texts and concepts within the wider Bible story. At the beginning of each Understanding Christianity unit, children spend a lesson revisiting the ‘Big Picture of Christianity,’ which are eight core concepts within the Bible, beginning with God, and moving through concepts such as creation, the fall, incarnation and salvation. After this, each unit addresses a concept, through key questions, exploring core Bible texts, their impact for Christians and possible implications for pupils. Children know where this concept fits within the ‘Big Picture’ of Christianity, and will be able to build an understanding of biblical chronology.


We are in the process of adapting our curriculum to ensure children are developing both substantive and disciplinary RE knowledge, and are empowered to consider the philosophical, theological and sociological questions of each worldview studied.


Cross-curricular opportunities


There are lots of opportunities for children to encounter other curriculum areas whilst studying RE, and teachers are encouraged to make the most of these. There are links to the English curriculum, with writing and reading VIPERS opportunities within most lessons. There are also many outdoor learning opportunities, which are encouraged wherever possible, alongside drama, poetry, music, stop-motion animation, design technology, art and geographic and historical links to each world view studied. In this way we ensure our RE curriculum is engaging and inspiring, ensure all children, including those with additional learning needs, can still access and enjoy RE lessons, as well as deepening children’s understanding about the worldviews they study.


Visits to places of worship are arranged and we welcome religious visitors into school to talk to the children about their faith and experiences. All children will visit the local Church of England church, St Germain’s, as part of their RE learning, and this always separated from visits to worship. Additionally, all children will visit the Lincoln mosque at least once during their time at Ellison Boulters.


Time allocation

It is expected that RE should constitute 5% curriculum time within a Church of England academy (Dearing Report, 1994). We meet this expectation by providing a minimum of 36 hours per year to all children in KS1, and 45 hours to all children in KS2. Weekly, this equates to 45 minute lessons for KS1 and hour long lessons at KS2.


[1] These religions have been chosen based on the 2011 Census, which shows that 68.5% of the Lincolnshire population identify as Christian, 0.4% as Muslim, 0.2% as Hindu and 0.2% Buddhist. 23.1% of the Lincolnshire population identify as having no religion or belief.


Every child at Ellison Boulters Academy will be assessed to ensure continuity, progression and achievement across all subjects.


Assessments will be made of work completed as part of their normal work in lessons.  Gradings are “expected” or “accessing the curriculum with support.” This will be used to inform end of year/key stage report writing, discussion at parents’ evenings, planning next steps and to set targets for progress. The cross curricular, discussion based, practical curriculum which we have designed allows for all children to access good quality RE, regardless of additional needs. Scaffolds are put in place where required, and writing barriers are removed. This ensures all children can make good progress in RE, and the expectation is that the vast majority of children will be “expected” by the end of the year.


We will work towards end of unit assessments which could be individual or group based. These will test knowledge learned throughout the unit and contribute to end of year assessments.


Additionally, the RE curriculum will allow children to understand the spiritual journey of people with differing worldviews to themselves, based on their different contexts and cultures. It will ensure children and adults can notice and appreciate their own spirituality and allow children to flourish academically through the provision of high-quality RE instruction.


Children will be supported to become global citizens with the skills and knowledge to meet people with different worldviews from themselves, demonstrate understanding and respect of people with differing practises, remain curious and navigate conversations about different worldviews with confidence.

'Let your light shine' - Matthew 5, Our values are Friendship, Respect, Happiness, Honesty, Understanding and Responsibility.