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Religious Education - Intent

At Tithe Farm, we follow The RE Agreed Syllabus for 2018–2023. The syllabus asserts the importance and value of RE for all pupils, with ongoing benefits for an open, articulate, tolerant and understanding society. The units we study from the syllabus have been carefully selected to match the diverse needs of our school community. The baseline data from our Reception year suggests that approximately half our children are arriving in school with limited understanding of people and communities. Girls are, at present, performing better than boys. Every year, there is an in depth study of a major world religion which is complemented in Year six with a study of Humanism.

Through all units, we have close links to other curricular areas, particularly PSHCE and across the school we create a wealth of opportunities to express ideas and opinions through writing, Art, Drama and Music.

At Tithe farm, we believe that:

  • RE contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.
  • In RE, pupils learn about religions and beliefs 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.
  • RE teaching therefore should equip pupils with systematic knowledge and understanding of a range of religions and beliefs, enabling them to develop their ideas, values and identities.
  • It should develop in pupils an aptitude for dialogue so that they can participate positively in our society, with its diverse religions and beliefs.
  • Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They should learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.


The threefold aim of RE

Across all years, we use the threefold aim for RE and the skills taught reflect the following aims:

Make sense of a range of religious and non-religious beliefs, so that they can:

  • identify, describe, explain and analyse beliefs and concepts in the context of living religions, using appropriate vocabulary
  • explain how and why these beliefs are understood in different ways, by individuals and within communities
  • recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are used, expressed and interpreted in different ways, developing skills of interpretation
    Understand the impact and significance of religious and non-religious beliefs, so that they can:
  • examine and explain how and why people express their beliefs in diverse ways
  • recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday lives, within their communities and in the wider world
  • appreciate and appraise the significance of different ways of life and ways of expressing meaning
    Make connections between religious and non-religious beliefs, concepts, practices and ideas studied, so that they can:
  • evaluate, reflect on and enquire into key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses
  • challenge the ideas they study, and consider how these ideas might challenge their own thinking, articulating beliefs, values and commitments clearly in response
  • discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

What do Christians believe God is like?

Why does Christmas matter to Christians? How and why do we celebrate special times?

Who is an inspiring person? What stories inspire Christian, Muslim and/or Jewish people?

Why does Easter matter to Christians?

What makes some places special?

What can we learn from sacred books and stories?

Year 2

How and why do we celebrate significant times? What makes some celebrations sacred to believers?

What is the ‘good news’ Christians believe Jesus brings?

Who is Jewish? What do they believe and how do they live?

How do we show we care for others? Why does it matter?

How do we show we care for the Earth? Why does it matter?

Year 3

What are the deeper meanings of the festivals?


How do festivals and worship show what matters to Muslims?


How and why do people try to make the world a better place?

What kind of world did Jesus want?

How is faith expressed in Hindu communities and traditions? 

Year 4

What is the ‘Trinity’ and why is it important for Christians?

Why do some people think life is like a journey? How and why do people mark the significant events of life?

How is faith expressed in Sikh communities and traditions?

For Christians, what was the impact of Pentecost?

Where, how and why do people worship? 

Year 5

How does faith enable resilience?

How do Christians decide how to live? ‘What would Jesus do?’

How and why do some people inspire others?

Examples from religions

What does it mean if Christians believe God is holy and loving?

How is faith expressed in Islam?

Year 6

Justice and poverty: why does faith make a difference?

What will make our community a more respectful place?

Creation and science: conflicting or complementary?

Why do some people believe in God and some people not?


Values: What matters most to Humanists and Christians?