Swinefleet Primary School

Swinefleet Primary School

*Show Empathy *Be Honest *Show Initiative *Be Responsible *Show Respect *Be Supportive

Low Street, Goole, East Riding of Yorkshire, DN14 8BX





As part of the East Riding, we follow the  SACRE Agreed Syllabus for Religious Education, details of which can be found here: http://www.eriding.net/all-ages/religious-education/. Parents do have the right to withdraw their children from Religious Education (see here: http://www.eriding.net/all-ages/religious-education/statutory-requirements/the-right-of-withdrawal/) but we believe that Religious Education plays an important role and that this is a decision taken only after serious consideration.

Purpose of RE

In Religious Education (RE) children learn about and from religions and views in local, national and global contexts, to discover, explore and consider different answers to these questions. They learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.


Aims of RE

The curriculum for RE aims to ensure that all pupils:


Know about and understand a range of religions and worldviews, so that they can:

  • describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals
  • identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews
  • appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.


Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:

  • explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities
  • express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues
  • appreciate and appraise varied dimensions of religion or a worldview.


Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:

  • find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively
  • enquire into what enables different individuals and communities to live together respectfully for the well-being of all
  • articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.(adapted from SACRE).


LOng term plan for RE- Two Year Cycle

Re Progression document and coverage

Re and SEND pupiLs

In particular, RE offers pupils with learning difficulties opportunities to: 

  • develop their self-confidence and awareness 
  • understand the world they live in as individuals and as members of groups 
  • bring their own experiences and understanding of life into the classroom 
  • develop positive attitudes towards others, respecting their beliefs and experience 
  • reflect on and consider their own values and those of others 
  • deal with issues that form the basis for personal choices and behaviour. 


In response to these opportunities, pupils can make progress in RE: 

  • by moving from a personal to a wider perspective 
  • by increasing their knowledge of religious beliefs, practices and experiences 
  • through developing an understanding of the meaning of stories, symbols, events and pictures 
  • through developing and communicating their individual responses to a range of views.  


Modifying the curriculum for religious education

The statutory inclusion statement requires staff to modify the programmes of study to give all pupils relevant and appropriately challenging work at each key stage. Staff teaching RE are encouraged to note this and similarly teach knowledge, skills and understanding in ways that match and challenge their pupils' abilities.

Staff can modify the curriculum for RE by: 

  • maintaining, consolidating, as well as introducing new knowledge, skills and understanding 
  • using the syllabus and units of learning as a resource, or to provide a context, in planning learning appropriate to the age and needs of pupils 
  • accessing RE through personal exploration and contact with a range of people 
  • providing a variety of learning environments and contexts in which content can be delivered 
  • providing a range of teaching approaches to meet the needs of individuals and groups.

Improving access to the religious education curriculum 

Staff can make RE more accessible by focusing on senses & improving access by: 

  • using sensory materials and resources through sight, touch, sound, taste or smell, for example, music, tactile artefacts, plants in a sensory garden 
  • giving pupils first-hand experiences, for example, visitors to school, visits to religious buildings, involvement in festivals 
  • organising a range of activities to give personal experiences, for example, dance, drama, visits to a range of environments 
  • helping pupils to understand and appreciate their world and the diversity of cultures around them.  


Staff can also improve access by: 

  • using a range of resources, for example, interactive/sensory stimuli, information and communication technology (ICT), to increase pupils' knowledge of religions and the elements in them 
  • using specialist aids and equipment as appropriate for each individual 
  • providing support from adults or other pupils when necessary, while allowing pupils the space, time and freedom to develop skills for themselves 
  • adapting tasks or environments and providing alternative activities where necessary, for example, tactile story books, puppets, roleplay, presenting work as a painting instead of writing 
  • being aware of the pace at which pupils’ work and of the physical and mental effort required 
  • balancing consistency and challenge, according to individual needs.

Diamonds Autumn 1 Belief in the Comminity

Knowledge Organiser

Sapphires Autumn 1 Belief in the Community

Knowledge Organiser

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