“During our Religious Education lesson, we want to inspire and develop knowledge and understanding of religious beliefs. Provoking challenging questions about the meaning and purpose of life and beliefs about God whilst fostering mutual respect and tolerance within a diverse society.”

Mrs Atwal (Religious Education Lead)



At St Botolph’s Primary school we focus on providing the best learning experiences underpinned by our Christian vision as a Church of England School. Our approach to delivering the RE curriculum provides a committed and consistent approach, whilst expanding opportunities and widening horizons for all. The school vision guides Religious Education at our school and is supported by our Christian values of respect, resilience, and responsibility. We inspire and develop subject knowledge, skills and understanding of religious beliefs using ‘Understanding Christianity’ resources. Provoking challenging questions about the meaning and purpose of life and beliefs about God whilst fostering mutual respect and tolerance within our diverse society. Pupils are encouraged to connect, critically reflect upon, evaluate, and apply their learning to their own growing understanding of religion and belief, of themselves, the world and human experience.



Using the ‘Understanding Christianity’ resource, we support pupils in exploring the significant theological concepts within Christianity as part of developing pupils’ wider religious, theological, and cultural literacy. The core concepts reflect a view that the bible tells a ‘big story’ of salvation. Pupils revisit the core concepts throughout the different key stages, deepening their understanding and making the links to the overall ‘big story’ or ‘salvation narrative.’

In EYFS, children begin to understand the core concepts of Creation, Incarnation and Salvation, as well as creatively reflecting on what they can learn from the Old and New Testament stories.

In KS1, children extend and broaden their understanding of the core concepts. They also listen to stories told by and about people of different faith and beliefs. In Year 2, children will gain a better understanding of the Judaism faith, practices, and beliefs.

In KS2, pupils deepen their RE thinking skills, whilst reflecting on some of the questions and puzzles that arise from the bible. They consider any implications or connections with their own lives and ways of understanding the world. KS2 pupils also study a range of religious beliefs including, Sikhism, Hinduism, Islam, and Buddhism and begin to compare, question, and reflect upon different cultures and beliefs.

Pupils’ learning is further enriched through our recognition of the key religious dates of other faiths and opportunities are taken to visit St Botolph’s Church and other religious centres. We value the importance of discussion and children are able to ask questions, whilst building mutual respect.



By the end of their time with us, pupils are able to:

  • confidently give reasoned explanations of how and why the key Christian concepts studied, are related.
  • suggest meanings of biblical concepts and texts, explaining their ideas with reasons and evidence
  • give reasons and examples to explain how and why Christians respond to bible texts and the concepts studied, and how and why they are influenced by them, as individuals, in church communities, and in the wider world.
  • show how Christians make moral and religious decisions.
  • give coherent accounts of the implications of biblical ideas and beliefs in the modern world (including local and global examples) and evaluate personally and impersonally how far these ideas help to make sense of the world.
  • respond to the challenges of the biblical ideas and teachings in the world today and in their own lives, offering reasons and justifications for their responses.
  • to explain the beliefs of major world religions and world views, their impact on society, culture, and the wider world, enabling them to express ideas and insights.

Pupil voice is important in reviewing our provision for RE, with children given opportunities to self-reflect or deepen their understanding at the end of each lesson. The RE Leader and SLT undertake regular learning walks to monitor the quality and impact of the RE curriculum and assess the extent to which pupils develop their knowledge and skills.