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"RE helps you realise that everyone believes different things - and that's okay." - Year 3 Pupil

"RE helps us think about 'Mutual Respect' because everyone lives their lives in different ways but we can learn to live with each other" - Year 3 Pupil

"It is important to me that I can talk about about special people." - Year 1 Pupil

"There's no right or wrong answer in RE - and that's what I like about it." - Year 5 Pupil


RE at Boxford Primary School

Aims and Objectives

Within the curriculum, RE provides a unique contribution to the education of the whole child – body, mind and spirit, and enables pupils to explore meaning and purpose in their own lives. It is important in its own right and provides a reminder to the importance of the spiritual, moral, social and cultural development of all pupils.

Our specific aims at Boxford are to:

  • Provide a broad and balanced RE curriculum within the framework of statutory requirements and those of the locally agreed syllabus (Suffolk Agreed Syllabus).
  • Provide opportunities for the cultivation of children’s spiritual, moral, social and cultural development.
  • Support children’s self-reflection about fundamental human beliefs and the purpose of life so that they can develop their own personal framework to live and flourish individually within a global community.
  • Develop pupils’ knowledge and appreciation of Christianity and learn from other principal religions and world-views within the UK’s rich heritage of culture and diversity, whilst affirming their own faith.
  • Prepare our pupils for adult life and employment by enabling them to develop respect and sensitivity to others regardless or faith, race, culture or beliefs.

Teaching and Learning

The Education Reform Act 1988 requires that RE in county maintained schools should be taught in accordance with the locally agreed syllabus. The National Curriculum arising from the Act requires a ‘broad and balanced curriculum which promotes the spiritual and moral development of children.’

Boxford School plans its RE teaching on the Suffolk Agreed Syllabus in accordance with the law. RE is a foundation subject with the status of a core subject within the National Curriculum. RE at Boxford is taught by teachers and HLTAs, using a variety of teaching and learning strategies. Any teacher has a right not to teach RE if they so choose. Schemes of work are planned in the light of the teaching context, specialist resources available, the demands of the National Curriculum subjects and the age and ability of the pupils. The policy and practice in RE reflects the whole school policy and encompasses the full range of ability, including the most able.

All parents have the right to withdraw pupils from RE lessons.

Assessment and Recording

The fundamental skills, knowledge and concepts of RE are categorised into two attainment targets:

AT1 – Learning about religion and belief

is concerned with enquiry into, and investigation of, the nature of religion, its beliefs, teachings and sources, practices and ways of life, and forms of expression. It includes the skills of interpretation, analysis and explanation. It also includes identifying and developing an understanding of ultimate questions and ethical issues. It covers knowledge and understanding of individual religions and how they relate to each other as well as the study of the nature and characteristics of religion. It involves the of knowledge and understanding using specialist vocabularyAT2 To encourage a reflective approach to the study of religious faith and experience so that pupils might use their learning to make sense and meaning of their own beliefs, values and life experience.

AT2 – Learning from religion and belief

is concerned with developing pupils’ ability to reflect on and respond to their own and others’ experiences in the light of their Learning about religion and belief. It develops pupils’ skills of application, interpretation and evaluation of what they learn about religion. It enables pupils to develop and communicate their own ideas, in relation to questions of identity and belonging, meaning, purpose and truth, and values and commitments

The two attainment targets, ‘Learning about religion and belief’ and ‘Learning from religion and belief’ are closely related and neither should be taught in isolation. Therefore, assessment needs to take place in relation to both attainment targets

RE learning is recorded in RE books and in RE Learning Scrapbooks and should evidence work which promotes the development of key skills including: communication, collaboration, problem solving and creativity. Work should reflect a cross-curricular approach in which subject-specific skills can evidenced.

Teachers assess children’s knowledge, understanding and skills in Religious Education by making observations of the children working during lessons as well as assessing their written work. As part of our assessment for learning process (and in line with our school’s assessment policy), children will receive both verbal and written feedback in order to aid progress in the subject. Children are also encouraged to be critical of their own work, highlighting their own next steps.


All pupils in Suffolk schools, irrespective of social background, culture, race, religion, gender, differences in ability and disabilities, have an entitlement to learning in religious education (Suffolk Agreed Syllabus, 2012). At Boxford, we recognise the variety of religious and non-religious families from which our pupils come We welcome and celebrate this diversity and are sensitive to the home background of every child, challenging stereotypes and misconceptions about religious people, their lifestyles and traditions. Our provision for every child is dependent upon their individual needs and these needs are taken into account when preparing task related material. Where appropriate, as in all subjects, a teaching assistant will help facilitate learning.  

RE and the development and British Values

The Department of Education statement about British Values reads: ‘We want to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.’

The five British Values are:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs

Our RE curriculum aims to provide children with opportunities to begin to identify similarities and draw comparisons between different faiths. Through their own experience, they will be learn to understand and respect the experiences of others and encouraged to challenge ideas about religion and recognise intolerance. Specific links will be made between British Values and RE planning by Key Stage.

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