Our Values
KindnessCreating happiness
Friendship Showing patience Sharing encouraging words and our time Thoughtfulness |
CuriosityInquisitiveness
Exploration Discovery Asking questions Making connections |
UnderstandingWelcoming all
Celebrating difference Being inclusive Asking for help when we need it Being tolerant |
BraveryTaking risks
Being adventurous Trying new things Challenging one’s self Standing up for what is right |
ResponsibilityDoing the right thing
Being reliable Care for self, others and the environment Using our manners Taking ownership |
One of the wonderful things about RE at Norbury Hall is that children love learning it and teachers love teaching it! It is literally a pleasure for everyone. We invest three weeks a year to explicitly teaching RE. Each term, (whilst continuing to teach maths and PE), we dedicate a week’s timetable to RE. Our RE weeks have massive benefits to our school’s experience of the subject as learning is given time to take root and grow. Learning activities build on one another and extend the children's learning experience. RE easily lends itself to cross-curricular links and teachers can plan a week of RE that simultaneously provides experiences in literacy, communication, art, design and technology, drama etc.
We follow the Stockport curriculum which covers the main religions for our area as represented in the most recent census and also aspects of worldwide secular views are explored. The learning of any particular RE week begins with a question that is from a group of one of three strands: Believing, Expressing or Living. Our overview shows the specific questions and how, through school - from the autumn term in Nursery to the summer term in Year 6 - our children learn about and explore different religions and continue through their school journey to delve deeper into concepts.
There is something about the teaching and learning of RE that forces the pedagogy out-of-the-box. The way the subject is delivered, embraced and celebrated is exciting and unique. In an RE week, formal barriers are often removed and innovative approaches appear; we always see refreshing and unusual ways of teaching and learning. The result is that everybody has a lot of fun! We include and utilise the knowledge and experiences of the religions and faiths of our children, their families and staff from school. We share and celebrate one another's beliefs, lives and experiences. We invite family members and people from our local community into school to share their faith. We have close links with Norbury Parish Church and Hazel Grove Baptist Church.
Another wonderful and perhaps unique feature of RE as a school subject is what a great leveller it is - children and teachers alike ponder questions that have no right or wrong answer; open-ended, cognitively-stretching questions. In RE children gain the valuable experience of metacognition and an autonomy of cognitive development. Moreover, we learn about one another, the community and the wider world. We learn about how we are different and how we are the same. This understanding of one another creates a lasting force that works against barriers of ignorance, prejudices, fears and conflict.
We follow the Stockport curriculum which covers the main religions for our area as represented in the most recent census and also aspects of worldwide secular views are explored. The learning of any particular RE week begins with a question that is from a group of one of three strands: Believing, Expressing or Living. Our overview shows the specific questions and how, through school - from the autumn term in Nursery to the summer term in Year 6 - our children learn about and explore different religions and continue through their school journey to delve deeper into concepts.
There is something about the teaching and learning of RE that forces the pedagogy out-of-the-box. The way the subject is delivered, embraced and celebrated is exciting and unique. In an RE week, formal barriers are often removed and innovative approaches appear; we always see refreshing and unusual ways of teaching and learning. The result is that everybody has a lot of fun! We include and utilise the knowledge and experiences of the religions and faiths of our children, their families and staff from school. We share and celebrate one another's beliefs, lives and experiences. We invite family members and people from our local community into school to share their faith. We have close links with Norbury Parish Church and Hazel Grove Baptist Church.
Another wonderful and perhaps unique feature of RE as a school subject is what a great leveller it is - children and teachers alike ponder questions that have no right or wrong answer; open-ended, cognitively-stretching questions. In RE children gain the valuable experience of metacognition and an autonomy of cognitive development. Moreover, we learn about one another, the community and the wider world. We learn about how we are different and how we are the same. This understanding of one another creates a lasting force that works against barriers of ignorance, prejudices, fears and conflict.
Intent
By law, religious education is locally determined and the syllabus is agreed by an Agreed Syllabus Conference. It is a requirement on schools and governing bodies to ensure that all learners gain their statutory entitlement to RE throughout all years of compulsory education and in the sixth form. This has been part of statute since 1944, it was reinforced in the 1988 Education Reform Act and it remains so today. The requirement to teach RE does not apply to nursery classes but does to those pupils of statutory school age.
Collective Worship is not part of the taught curriculum and cannot be considered as part of the recommended time for teaching RE. RE does not seek to convert or urge a particular religion or belief on pupils.
Norbury Hall follows a syllabus for religious education (RE) that is followed by schools in Manchester, Salford, Stockport, Tameside and Trafford and is reviewed every 5 years. The current syllabus was reviewed in 2022 and is built on the strengths of previous syllabuses and provides the structures and support systems that enable the teaching of RE in coherent, progressive, pedagogically and philosophically sound ways. This will promote the cognitive, spiritual, moral, social and cultural development of all learners.
The author’s claim there is strong continuity with the previous syllabus, but updating has led to numerous improvements, in line with the latest OFSTED inspection priorities and government policy.
The National Curriculum states the legal requirement that:
“Every state-funded school must offer a curriculum which is balanced and broadly based, and which:
• Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and:
• Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.” And:
“All state schools... must teach religious education to pupils at every key stage... All schools must publish their curriculum by subject and academic year online” (DfE National Curriculum Framework, July 2013, page 4).
This new RE Syllabus establishes what shall be taught in RE providing teachers with practical support and guidance about how to teach RE effectively. It actively promotes values, including British values.
The curriculum has the following intentions:
• RE to be challenging, inspiring and fun.
• Pupils to develop rich knowledge of religions and worldviews and use this to increase their levels of religious literacy and conceptual understanding.
• Pupils to be able to articulate, with confidence, their own positions and ideas about religion, beliefs and spirituality – and then to change their minds, if they choose to do so.
• Learners to understand religion and worldviews in relation to commitments to morality and social justice, to promote responsible stewardship of the environment and to deepen the experience of being human.
• Promote social and ethnic harmony – this is a moral imperative for schools and RE has a significant contribution to make to this. Through the exploration of multiple identities and local communities, through visits to places of worship and meeting people from diverse communities of religion and belief, and through a deepening understanding of beliefs and practices, we aim for young people to come to informed and empathic understandings of different groups which will help promote cohesion and integration.
Pupils explore British values in relation to religion and worldviews.
• Religion has a major position in public life, so it is crucial that young people are educated to understand and to engage critically with religions and beliefs, and their representation in the media.
• Breadth and balance are essential in RE, as in the whole curriculum. There are opportunities in this syllabus and for creative cross-curricular development, as well as for high standards within RE when taught as a discrete subject.
• We want to encourage teachers to bring academic rigour into the study of religion and beliefs. They are complex and controversial; they demand multi-disciplinary study and they require understanding of difficult language and concepts. Such learning is rewarding at all levels. But this is not just a dispassionate approach to study. Both teachers and learners can develop personally through RE, challenging preconceptions, asking for justification of opinions, reassessing their own stance on issues and recognising the vast, fascinating and challenging nature of religious study.
• RE can be an exciting subject, contributing to learners’ lives and therefore to their communities and to society.
• To support teachers with syllabus and materials to fulfil their pupils’ potential.
• Sufficient time and resources are devoted to RE to enable the school to meet its legal obligations and to deliver an RE curriculum of quality.
Implementation
In line with the law, the syllabus for Religious Education means that schools will enable pupils to explore Judaism, Islam, Hinduism and Sikhism, as well as Christianity. It also encourages the consideration of secular worldviews. It provides detailed resources and information for Teachers to support the plans.
By using the focus on intentions, implementation and impacts from the 2019 OFSTED Education Inspection Framework, this syllabus enables schools to teach RE in clearly sequenced ways that support pupils in making progress through our units of study in regard to knowing more and remembering more about the religions and worldviews they study. We will make sure everyone understands the purpose and principal aim and each key stage, gets to know the Programme of Study from the syllabus: (pages EYFS p. 24; KS1 p. 36; KS2 p. 50).
The syllabus is structured around the three aims and the three strands, Believing, Expressing and Living. The three aims form the basis of the end of key stage outcomes and the progressive ‘Learning outcomes’ in each unit of study. There are key questions that relate to the strands.
We have a wonderful whole week each term where RE is the focus and give it a lot of intensive time.
We have reviewed the religions and beliefs studied at each key stage. The syllabus is based around a key question approach, where the questions open up the content to be studied. The syllabus gives some example key questions to help you to deliver the statutory Programmes of Study. All of the questions are found on pp. 20-21, with EYFS also on p. 26, KS1 on p. 37, KS2 p. 51, followed by detailed outlines for each question. These are not statutory, but are designed to support in delivering high-quality RE that enables coherence and progression in the pupils’ learning. The key question outlines give structured support in terms of ‘emerging’, ‘expected’ and ‘exceeding’ learning outcomes, and suggested content to enable good planning and progression.
We have created a long-term plan that has begun this academic year. We have carefully selected can order of units to ensure progression, coverage of learning and all the strands of believing, expressing and living, so that pupils’ understanding is built up in a coherent way.
The lesson activities and ideas lend themselves to multi-sensory and highly creative learning – just look at the evidence in our floor books! There is a lot of freedom in RE to adapt and meet the needs of SEND pupils.
Our RE Teaching
…makes sense to pupils
• Offer a clear structure for learning: units are based around the three strands of Believing, Expressing, Living (see syllabus pp. 20–21). Each strand is broken down into ‘threads’, so that teachers can see what learning has gone before and what is to follow. Help pupils to see the narrative of your curriculum, to build on their prior learning as they move through the school.
• Use a good grounding of systematic study of individual religions to prepare pupils for thematic study, where they compare religions. For example, you will find that studying two religions separately in the first two terms and then comparing them in the summer term will help pupils to make sense of and build on their learning through the year.
…focuses on core concepts
• Select key ideas and concepts at the heart of religious and non-religious worldviews.
• Explore these from different perspectives to enrich understanding (e.g. asking how a religious person or a non-religious person might respond to a key question or idea, or how adherents from different places, times or denominations may respond).
• Goes deep, time is given to each concept.
…allows pupils to encounter diverse examples of religion and worldviews
• Offer pupils contemporary, contextual accounts, rather than implying that there is a generic Christianity, Islam or atheism that always applies to all followers.
• Show something of the diversity of religion/worldviews (across time and place; within and between traditions) by using examples and case studies.
• Get pupils into texts, not just short quotes, developing skills of reading and interpretation.
• Show connections and differences across religions and beliefs.
• Explore religious and non-religious worldviews.
• Note that ‘worldviews’ can be personal and organised, with overlaps and fuzzy edges. (The religions traditionally studied in RE may be seen as ‘organised’ worldviews, but individual believers within those traditions will have ‘personal’ worldviews that have common features but are not identical.)
…enables pupils to embed learning in their long-term memory
• Clarify technical terms and check pupil understanding regularly.
• Find creative ways to enable pupils to handle and absorb core knowledge.
• Give pupils repeated opportunities to engage with content.
• Give pupils a chance to revisit and recall knowledge – in thoughtful and engaging ways (i.e. not just quizzing!). For example, revisit through presenting images or texts from previous units for pupils to label, describe, annotate and explain.
…makes space for pupils’ own beliefs/worldviews.
• Allow pupils to articulate ideas, with reasons, arguments, rebuttals and responses – but leaving space for ambiguity and contradiction.
• Recognise the significant number of non-religious pupils in RE – and make space for them as a focus for study. What do they believe and why, how do they live and why?
…encourages pupils’ personal development, applying their learning to living
• Enable pupils to disagree respectfully.
• Engage pupils in handling and applying their learning.
• Give opportunities for pupils to make connections between the ideas studied, with the world around them, and with their own worldviews.
Impact
RE makes a positive contribution to pupils’ learning. Knowledge and skills developed by RE contributes to pupils’ readiness to participate in life in modern, diverse Britain and in a plural world. RE is not about making pupils into believers but seeks to help them become literate and articulate about religions and beliefs, and to be thoughtful members of a plural society, so that in learning about religions and worldviews they are able to make informed choices about how they want to live their lives whilst also understanding more about the faith of other people they meet. As such, it is relevant to every pupil.
Every pupil has a statutory entitlement to religious education. This entitlement is for all pupils regardless of their faith or belief. Living in and growing up in the world of the twenty-first century will challenge all young people. It will raise questions of spirituality and identity as well as questions of morality in areas such as poverty, discrimination and the use of limited resources as well as raising ethical questions about human reproduction, racial and religious prejudice.
Religious education in our schools contributes dynamically to children and young people’s learning in school, provoking challenging questions about human life, beliefs, communities and ideas. In RE pupils learn from religions and worldviews about different ways of life in local, national and global contexts. They discover, explore and consider many different answers to questions about human identity, meaning and value. They learn to weigh up for themselves the value of wisdom from different communities, to disagree respectfully, to be reasonable in their responses to religions and world views and to respond by expressing insights into their own and others’ lives. They think rigorously, creatively, imaginatively and respectfully about their ideas in relation to religions and world views.
Our work is celebrated in floor books which travel with the children through school on their education journey. They offer an assessment tool for the following teacher, they are an excellent revision tool for the children and they provide evidence of the wonderful learning that has taken place.
· Religious education contributes dynamically to children’s 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 and from religions and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions.
· Pupils learn to evaluate wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.
· Teaching therefore should equip pupils with systematic knowledge and understanding of a range of religions and worldviews, 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 society, with its diverse religions and worldviews.
· Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence.
· Pupils should be given opportunities to reflect upon their own personal responses to the fundamental human questions to which religious and non-religious worldviews respond.
· Pupils should learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
Principal aim
The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.
By law, religious education is locally determined and the syllabus is agreed by an Agreed Syllabus Conference. It is a requirement on schools and governing bodies to ensure that all learners gain their statutory entitlement to RE throughout all years of compulsory education and in the sixth form. This has been part of statute since 1944, it was reinforced in the 1988 Education Reform Act and it remains so today. The requirement to teach RE does not apply to nursery classes but does to those pupils of statutory school age.
Collective Worship is not part of the taught curriculum and cannot be considered as part of the recommended time for teaching RE. RE does not seek to convert or urge a particular religion or belief on pupils.
Norbury Hall follows a syllabus for religious education (RE) that is followed by schools in Manchester, Salford, Stockport, Tameside and Trafford and is reviewed every 5 years. The current syllabus was reviewed in 2022 and is built on the strengths of previous syllabuses and provides the structures and support systems that enable the teaching of RE in coherent, progressive, pedagogically and philosophically sound ways. This will promote the cognitive, spiritual, moral, social and cultural development of all learners.
The author’s claim there is strong continuity with the previous syllabus, but updating has led to numerous improvements, in line with the latest OFSTED inspection priorities and government policy.
The National Curriculum states the legal requirement that:
“Every state-funded school must offer a curriculum which is balanced and broadly based, and which:
• Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and:
• Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.” And:
“All state schools... must teach religious education to pupils at every key stage... All schools must publish their curriculum by subject and academic year online” (DfE National Curriculum Framework, July 2013, page 4).
This new RE Syllabus establishes what shall be taught in RE providing teachers with practical support and guidance about how to teach RE effectively. It actively promotes values, including British values.
The curriculum has the following intentions:
• RE to be challenging, inspiring and fun.
• Pupils to develop rich knowledge of religions and worldviews and use this to increase their levels of religious literacy and conceptual understanding.
• Pupils to be able to articulate, with confidence, their own positions and ideas about religion, beliefs and spirituality – and then to change their minds, if they choose to do so.
• Learners to understand religion and worldviews in relation to commitments to morality and social justice, to promote responsible stewardship of the environment and to deepen the experience of being human.
• Promote social and ethnic harmony – this is a moral imperative for schools and RE has a significant contribution to make to this. Through the exploration of multiple identities and local communities, through visits to places of worship and meeting people from diverse communities of religion and belief, and through a deepening understanding of beliefs and practices, we aim for young people to come to informed and empathic understandings of different groups which will help promote cohesion and integration.
Pupils explore British values in relation to religion and worldviews.
• Religion has a major position in public life, so it is crucial that young people are educated to understand and to engage critically with religions and beliefs, and their representation in the media.
• Breadth and balance are essential in RE, as in the whole curriculum. There are opportunities in this syllabus and for creative cross-curricular development, as well as for high standards within RE when taught as a discrete subject.
• We want to encourage teachers to bring academic rigour into the study of religion and beliefs. They are complex and controversial; they demand multi-disciplinary study and they require understanding of difficult language and concepts. Such learning is rewarding at all levels. But this is not just a dispassionate approach to study. Both teachers and learners can develop personally through RE, challenging preconceptions, asking for justification of opinions, reassessing their own stance on issues and recognising the vast, fascinating and challenging nature of religious study.
• RE can be an exciting subject, contributing to learners’ lives and therefore to their communities and to society.
• To support teachers with syllabus and materials to fulfil their pupils’ potential.
• Sufficient time and resources are devoted to RE to enable the school to meet its legal obligations and to deliver an RE curriculum of quality.
Implementation
In line with the law, the syllabus for Religious Education means that schools will enable pupils to explore Judaism, Islam, Hinduism and Sikhism, as well as Christianity. It also encourages the consideration of secular worldviews. It provides detailed resources and information for Teachers to support the plans.
By using the focus on intentions, implementation and impacts from the 2019 OFSTED Education Inspection Framework, this syllabus enables schools to teach RE in clearly sequenced ways that support pupils in making progress through our units of study in regard to knowing more and remembering more about the religions and worldviews they study. We will make sure everyone understands the purpose and principal aim and each key stage, gets to know the Programme of Study from the syllabus: (pages EYFS p. 24; KS1 p. 36; KS2 p. 50).
The syllabus is structured around the three aims and the three strands, Believing, Expressing and Living. The three aims form the basis of the end of key stage outcomes and the progressive ‘Learning outcomes’ in each unit of study. There are key questions that relate to the strands.
We have a wonderful whole week each term where RE is the focus and give it a lot of intensive time.
We have reviewed the religions and beliefs studied at each key stage. The syllabus is based around a key question approach, where the questions open up the content to be studied. The syllabus gives some example key questions to help you to deliver the statutory Programmes of Study. All of the questions are found on pp. 20-21, with EYFS also on p. 26, KS1 on p. 37, KS2 p. 51, followed by detailed outlines for each question. These are not statutory, but are designed to support in delivering high-quality RE that enables coherence and progression in the pupils’ learning. The key question outlines give structured support in terms of ‘emerging’, ‘expected’ and ‘exceeding’ learning outcomes, and suggested content to enable good planning and progression.
We have created a long-term plan that has begun this academic year. We have carefully selected can order of units to ensure progression, coverage of learning and all the strands of believing, expressing and living, so that pupils’ understanding is built up in a coherent way.
The lesson activities and ideas lend themselves to multi-sensory and highly creative learning – just look at the evidence in our floor books! There is a lot of freedom in RE to adapt and meet the needs of SEND pupils.
Our RE Teaching
…makes sense to pupils
• Offer a clear structure for learning: units are based around the three strands of Believing, Expressing, Living (see syllabus pp. 20–21). Each strand is broken down into ‘threads’, so that teachers can see what learning has gone before and what is to follow. Help pupils to see the narrative of your curriculum, to build on their prior learning as they move through the school.
• Use a good grounding of systematic study of individual religions to prepare pupils for thematic study, where they compare religions. For example, you will find that studying two religions separately in the first two terms and then comparing them in the summer term will help pupils to make sense of and build on their learning through the year.
…focuses on core concepts
• Select key ideas and concepts at the heart of religious and non-religious worldviews.
• Explore these from different perspectives to enrich understanding (e.g. asking how a religious person or a non-religious person might respond to a key question or idea, or how adherents from different places, times or denominations may respond).
• Goes deep, time is given to each concept.
…allows pupils to encounter diverse examples of religion and worldviews
• Offer pupils contemporary, contextual accounts, rather than implying that there is a generic Christianity, Islam or atheism that always applies to all followers.
• Show something of the diversity of religion/worldviews (across time and place; within and between traditions) by using examples and case studies.
• Get pupils into texts, not just short quotes, developing skills of reading and interpretation.
• Show connections and differences across religions and beliefs.
• Explore religious and non-religious worldviews.
• Note that ‘worldviews’ can be personal and organised, with overlaps and fuzzy edges. (The religions traditionally studied in RE may be seen as ‘organised’ worldviews, but individual believers within those traditions will have ‘personal’ worldviews that have common features but are not identical.)
…enables pupils to embed learning in their long-term memory
• Clarify technical terms and check pupil understanding regularly.
• Find creative ways to enable pupils to handle and absorb core knowledge.
• Give pupils repeated opportunities to engage with content.
• Give pupils a chance to revisit and recall knowledge – in thoughtful and engaging ways (i.e. not just quizzing!). For example, revisit through presenting images or texts from previous units for pupils to label, describe, annotate and explain.
…makes space for pupils’ own beliefs/worldviews.
• Allow pupils to articulate ideas, with reasons, arguments, rebuttals and responses – but leaving space for ambiguity and contradiction.
• Recognise the significant number of non-religious pupils in RE – and make space for them as a focus for study. What do they believe and why, how do they live and why?
…encourages pupils’ personal development, applying their learning to living
• Enable pupils to disagree respectfully.
• Engage pupils in handling and applying their learning.
• Give opportunities for pupils to make connections between the ideas studied, with the world around them, and with their own worldviews.
Impact
RE makes a positive contribution to pupils’ learning. Knowledge and skills developed by RE contributes to pupils’ readiness to participate in life in modern, diverse Britain and in a plural world. RE is not about making pupils into believers but seeks to help them become literate and articulate about religions and beliefs, and to be thoughtful members of a plural society, so that in learning about religions and worldviews they are able to make informed choices about how they want to live their lives whilst also understanding more about the faith of other people they meet. As such, it is relevant to every pupil.
Every pupil has a statutory entitlement to religious education. This entitlement is for all pupils regardless of their faith or belief. Living in and growing up in the world of the twenty-first century will challenge all young people. It will raise questions of spirituality and identity as well as questions of morality in areas such as poverty, discrimination and the use of limited resources as well as raising ethical questions about human reproduction, racial and religious prejudice.
Religious education in our schools contributes dynamically to children and young people’s learning in school, provoking challenging questions about human life, beliefs, communities and ideas. In RE pupils learn from religions and worldviews about different ways of life in local, national and global contexts. They discover, explore and consider many different answers to questions about human identity, meaning and value. They learn to weigh up for themselves the value of wisdom from different communities, to disagree respectfully, to be reasonable in their responses to religions and world views and to respond by expressing insights into their own and others’ lives. They think rigorously, creatively, imaginatively and respectfully about their ideas in relation to religions and world views.
Our work is celebrated in floor books which travel with the children through school on their education journey. They offer an assessment tool for the following teacher, they are an excellent revision tool for the children and they provide evidence of the wonderful learning that has taken place.
· Religious education contributes dynamically to children’s 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 and from religions and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions.
· Pupils learn to evaluate wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.
· Teaching therefore should equip pupils with systematic knowledge and understanding of a range of religions and worldviews, 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 society, with its diverse religions and worldviews.
· Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence.
· Pupils should be given opportunities to reflect upon their own personal responses to the fundamental human questions to which religious and non-religious worldviews respond.
· Pupils should learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
Principal aim
The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.
