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Our Vision for Religious Education at Heyes Lane Primary School

Our Vision

Curriculum Overview



At Heyes Lane Primary School, in KS1 and KS2 we teach RE discretely. RE teaching follows the Trafford agreed syllabus for Religious Education (SACRE), which meets the legal requirements of the Education Act (1944) and the Education Reform Act (1988), and is taught weekly from Year 1 through to Year 6.

The RE syllabus is broken down into three strands:

  • Believing – This strand focusses on religious beliefs, teachings, and sources; it poses questions about meaning, purpose and truth.
  • Expressing – This strand relates to religious and spiritual forms of expression; it includes questions about identity and diversity.
  • Living – This strand deals with religious practices and ways of living; the questions concentrate on values and commitments.

All our units of work are based around key questions, many of which enable the children to explore and compare several different religions at the same time.

Children have ample opportunities to learn about the contribution that different religious groups make to their communities and to consider the contributions they can make themselves to improve the world we live in. Throughout the units, children learn about the leadership of different religious and influential figures, and look at the qualities that define a good leader.

In Early Years our children follow the ‘New EYFS Framework 2021’ and ‘recognise that people have different beliefs and celebrate special times in different ways’ and know there are some similarities and differences between religions and cultural communities in this country’.

Progression & Outcome

  • Impact

    At Heyes Lane, our RE curriculum is successful because it has cohesiveness and parity across classes and between year groups at it’s heart, and clear progression is shown in our planning and lesson content. Our books and knowledge organisers reflect the development of children’s skills and understanding throughout Key Stages 1 and 2. Planning is embedded in our whole school design, and children can refer to knowledge gained in RE in other areas of the curriculum.

    Through our RE teaching, children have a wealth of opportunity to discuss their understanding of a wide variety of key concepts and ideas, to deepen their thinking, and to express their own beliefs. This allows for the frequent expression of Pupil Voice, as evidenced in books.  Children often look back at what they have learned and build on it, using their knowledge organisers to see where their learning will take them. Children’s progress in their knowledge and skills is shown in their knowledge organisers and in progress tasks for each unit.

    We measure the impact of our curriculum through:

    • Regular feedback, marking, pupil voice feedback.
    • Unit outcomes.
    • Subject motoring.
    • Regular low-stakes knowledge assessments (progress tasks) using a range of creative approaches.
  • Cross Curricular links

    “Education is the most powerful weapon which can change the world”
    Nelson Mandela

    The RE curriculum not only covers the strands of Believing, Expressing and Living from the religious education perspective but links closely with our British Values, specifically ‘Tolerance of those of Different Faiths and Beliefs’. As Heyes Lane is situated in an area which is not greatly culturally diverse we place a great emphasis on promoting diversity with the children. Members of different faiths or religions are also encouraged to share their knowledge to enhance learning within classes and the school. Assemblies also reinforce and support our children’s understanding of faiths and beliefs that are different to their own. 

    Our RE curriculum also reinforces the desire for our children at Heyes Lane to become active and ethical citizens who care about themselves, their community and the wider world, whilst developing an understanding and fairness that they can take forward with them to help make the world a better place.

    The RE curriculum also supports the children to ‘Be the Best Me’.