Religious Education

Equal Opportunities and Right to Withdraw

Equal Opportunities Learning opportunities in RE will be provided for all at Walworth Primary School regardless of race, gender, religious belief or ability. Lessons and trips will be planned and resourced with equality in mind and we will foster an environment for learning that is inclusive and respectful to all.

The Right to Withdraw was first granted in 1944 when curricular RE was called 'Religious Instruction' and carried with it connotations of induction into the Christian faith. RE is very different now - open, broad and exploring a range of religious and non-religious worldviews.

In the UK, parents still have the right to withdraw their children from RE on the grounds that they wish to provide their own RE. This provision will be the parent's responsibility. This right of withdrawal exists for all pupils in all types of school, including schools with and without a religious designation. If required please contact Mr Cooke our Head Teacher to discuss this further.

Long Term Plans & Action Plans

Religious Education

Intent

At Walworth School our vision is to: “support everyone’s emotional wellbeing and mental health, so that they can be listened to, are happy together, and are ready to learn.” To embed our vision we have devised a set of aims which have been reflected in our RE curriculum.

At Walworth School our main intention is for our pupils to be fully prepared for the next stages in and for future life by having;

An awareness of how to be a successful learner
The appropriate knowledge and skills to develop independence
A good understanding of being a responsible citizen

We aim to achieve this by providing a high quality and challenging RE Curriculum, which aims to develop successful learners, confident individuals, responsible and respectful citizens who develop as independent enquirers, creative thinkers, reflective learners, team workers, self-managers and effective participators.

At Walworth, we believe that Religious Education has an important role to play as part of a broad, balanced and coherent curriculum which all pupils are entitled to. We have designed our curriculum to provide a positive context in which the diversity of cultures, beliefs and values in society can be celebrated and explored. The curriculum that we provide for our children promotes an ethos of respect and inclusion for others, challenges stereotype and builds understanding of other cultures and beliefs, as well as promoting a positive and inclusive school ethos that champions democratic values and human rights.

This policy is written in conjunction with the Education Act 1996, Equality Act 2010 and the Agreed Syllabus for Religious Education in Durham, 2020.

“The Education Act 1996 states that the Agreed Syllabus must reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of other principal religions represented in Great Britain. It must be non-denominational and must not be designed to convert pupils or to urge a particular religion or religious belief on pupils. Teaching about denominations is not prohibited.” (Durham Agreed Syllabus 2020 p1)

At Walworth, Religious Education is taught according to the Agreed Syllabus for Religious Education in Durham, which was last revised in 2020. Agreed Syllabus for Religious Education in Durham 2020 (1).pdf. Our RE Long Term Plan reflects the Local Agreed Syllabus for Durham, it enables continuity and progression and sets out the substantive knowledge, concepts skills and vocabulary that pupils will gain across and throughout key stages and year groups, outlining the skills needed to meet the end of Key Stage Benchmark Expectations in the Agreed Syllabus. For more details please see the School Religious Education Long Term Plan ( Walworth Primary School - RE)

Implementation

At Walworth School teachers use the RE Long Term plan to create medium term plans which they adapt to meet the needs and starting points for the children in their class.

The RE curriculum is taught through the study of the principal religions in Great Britain as set out in the Durham Agreed Syllabus 2020.

Teachers will use a range of teaching and learning methods:

Subject knowledge given by the teacher
Creative activities – art work, etc.
Individual and group discussion.
Use of TV, video clips, DVD and films.
Visitors in to school.
Visits to places of relevance or local significance e.g. Durham Cathedral.
Use of relevant books and ICT.
Role play and drama.
Community links

The children receive a weekly lesson for RE, in addition to this, there will be times where there will be extra-curricular activities planned which involves trips or workshops.

In line with the Durham Agreed Syllabus 2020, Walworth’s teaching of RE is designed to ensure that pupils develop knowledge and understanding of the major religions of the UK (Christianity, Buddhism, Hinduism, Islam, Judaism, Sikhism). Each class will study Christianity and one other world religion building on prior knowledge. Long term plans ensure that there is progression throughout the school and that the children build upon knowledge gained in previous years.

During the Early Years Foundation Stage (EYFS), Religious Education is taught as part of whole class topics and themes. The theme ‘Special and Belonging’ is used to explore religion. Children explore ideas through topics such as ‘Special Times’, ‘Special Objects’, ‘Special People’, ‘Special Books’, ‘How We Show Belonging’, and stories which provide excellent opportunities for RE work in Nursery and Reception and these are successfully built on in Key Stage 1.

Key Stage 1

Pupils are taught about:

Christianity - introduction to beliefs and practices and their impact.
Buddhism – introduction to some beliefs and practices and their impact.
Religious Diversity - introduction to the diverse religious and non-religious landscape in the local area (including differing denominations).

Key Stage 2

Pupils are taught about:

Christianity – beliefs and practices across the denominations and the impact of these for individuals and communities.
Hinduism – some beliefs and practices and the impact of these for individuals and communities.
Judaism – some beliefs and practices and the impact of these for individuals and communities.
Religious Diversity - the diverse religious and non-religious landscape across the region, including a special study of a local Muslim community.
Similarities and differences within and between religious and non-religious worldviews through at least one thematic study e.g. about ritual, the environment, care for others.

The children will also study non-religious worldviews as appropriate, during at least one key stage. Other religions may be studied where there is a particular relevance - for example, where a pupil within school is part of a different religious community.

Impact

Our curriculum aims to improve the wellbeing and life chances of all children at Walworth school; not only through the skills taught, but through the underpinning values and disciplines that RE promotes. Through strong links with PHSE we promote the overall well-being and health of each child through teaching about self-discipline and that to be successful you need to take ownership and responsibility of their work.

We recognise that each child has their own starting point upon entry to our school, and progress is measured in line with those starting points to ensure every child can celebrate success. Most children who join Walworth Primary School already have some knowledge of religions and religious events. Therefore, our primary aim is to build upon the children’s prior knowledge and help them channel that knowledge in a way that enables them to succeed.

Assessment of Religious Education in our school is fully aligned with the expectations and progression outlined in the Local Agreed Syllabus. Teachers use this framework to ensure that learning outcomes, assessment criteria, and evidence of progress reflect locally agreed standards while remaining appropriate to the diverse needs of our pupils. Assessment is adapted to recognise small steps of progress and a wide range of responses, ensuring that all pupils can demonstrate their understanding in ways that are meaningful and accessible to them. This alignment ensures consistency, coherence, and high‑quality provision across the RE curriculum.

Formative assessment in our school is an ongoing, responsive process that enables teachers to understand each pupil’s learning needs and adapt teaching accordingly. Staff use continuous observation, supported by notes, photos, and annotated work, to identify how pupils engage, communicate, and demonstrate understanding through a range of verbal, non‑verbal, practical, and multisensory responses. Teachers check understanding using communication methods appropriate to each learner. Assessment is closely aligned with personalised targets, including EHCP outcomes and developmental frameworks, allowing progress to be recognised in small, meaningful steps. Learning Support Assistants and therapists contribute to the assessment process, ensuring a holistic view of each pupil’s development. Evidence is gathered over time to build a clear picture of progress, inform next steps, and ensure that teaching remains flexible, inclusive, and responsive to individual needs. Summative outcomes are used to inform reporting to families, contribute to annual reviews, and support future curriculum planning, ensuring that RE provision remains meaningful, accessible, and appropriately challenging for all learners.

Summative assessment in Religious Education provides a structured overview of each pupil’s progress over time and is adapted to reflect the diverse needs within our SEN setting. At key points throughout the year, teachers collect a range of evidence—such as annotated work, observations, photographs, and communication samples—to make holistic judgements about children’s understanding and development in relation to the Local Agreed Syllabus Benchmark Expectations. These can be found in the Durham Agreed Syllabus document (Agreed Syllabus for Religious Education in Durham 2020 (1).pdf

Monitoring and evaluation of Religious Education is carried out regularly by the RE lead to ensure high‑quality provision and consistency across the school. The RE lead undertakes a planned cycle of activities, including learning walks, book scrutiny, lesson visits, pupil voice and curriculum planning reviews to ensure alignment with our RE Long Term Plan. Teachers complete half-termly assessments on iASEND which is monitored, review and discussed with the Data Lead and class teachers. Findings from monitoring activities are shared with staff and senior leaders to inform ongoing development, training priorities, and improvements to the RE curriculum.