Intent
At Hoyland Common Primary School, Religious Education plays a vital role in helping children understand the diverse world in which they live. In line with the National Curriculum and the Six Key Questions of the Barnsley Agreed Syllabus, we have developed a carefully sequenced RE curriculum that promotes understanding, respect and curiosity about different beliefs and ways of life.
Through their learning, children explore the six major world religions: Christianity, Islam, Hinduism, Judaism, Sikhism and Buddhism, as well as a range of non-religious worldviews and beliefs. This enables pupils to develop a broad understanding of both religious and non-religious perspectives, encouraging them to think critically, reflect thoughtfully and appreciate the diversity of modern Britain.
Our HCAT progression documents support the development of knowledge and skills across all year groups, ensuring that key concepts are revisited and built upon over time. We believe that Religious Education provides valuable opportunities for children to learn about different beliefs, cultures and traditions while also learning from them, developing their own ideas, values and sense of identity.
At HCPS, we are committed to delivering a high-quality RE curriculum that promotes spiritual, moral, social and cultural development (SMSC). Through discussion, reflection and enquiry, children develop respect for the beliefs, values and experiences of others, helping them become compassionate, informed and responsible members of society.
Implementation
RE is taught as a discrete subject through engaging and thought-provoking lessons that encourage curiosity, reflection and discussion. Learning is structured around the six key questions from the Barnsley Agreed Syllabus, providing consistency and progression throughout a child’s journey at HCPS.
As pupils move through school, they develop their ability to:
The Accelerated Learning Cycle, based on the work of Alastair Smith, is embedded across the curriculum. Lessons provide opportunities for active engagement, discussion, investigation and reflection, allowing children to deepen their understanding of key concepts and make meaningful connections between their learning and the wider world.
We place great importance on helping children “know more and remember more” by revisiting key knowledge and encouraging pupils to confidently articulate what they have learned about different religions, beliefs and worldviews.
Impact
Assessment in RE is ongoing and informs future teaching and learning. Through questioning, discussion, written work and pupil reflection, teachers regularly assess children’s understanding and make adaptations where necessary to ensure all pupils can access and succeed in the curriculum.
Summative assessment is recorded through INSIGHT and used to monitor attainment and progression across the subject. Curriculum leaders regularly review assessment information to identify strengths, address misconceptions and ensure that learning builds effectively from year to year.
We believe that reflection is a fundamental aspect of Religious Education. Pupils are encouraged to consider different viewpoints, share their own ideas and engage respectfully with the opinions of others. Through this reflective approach, children develop confidence, empathy and a deeper understanding of the diverse beliefs and values that shape our world.
By the time they leave HCPS, pupils will have developed a strong understanding of a range of religious and non-religious worldviews, alongside the skills needed to think critically, debate respectfully and value diversity.
Adaptations
At HCPS, our curriculum is ambitious for all learners, including pupils with SEND. We have high expectations for every child and ensure that pupils are supported to access the full RE curriculum without reducing its ambition or content.
Teachers carefully consider individual needs and adapt learning appropriately. These adaptations focus on how learning is taught rather than changing what pupils are expected to learn. Adaptations may include:
Learning is sequenced carefully to help all pupils build on prior knowledge and make meaningful connections between different beliefs, values and worldviews. Where children have complex additional needs, personalised approaches may be used to ensure they are able to access learning successfully while maintaining high expectations.
Through these adaptations, all pupils are supported to develop their understanding of religions, beliefs and worldviews and to take an active and meaningful part in RE lessons.
