Religious Education

"To have awareness and respect for every uniqueness."


Religious education (RE) should make a major contribution to the education of children and young people. At its best , it is intellectually challenging and personally enriching. It helps young people develop beliefs and values, promotes the virtues of respect and empathy , which are important in our diverse society. It fosters civilised debate and reasoned argument and helps pupils to understand the place of religion and belief in the modern world. (Ofsted)

Religious  education is an integral part of our curriculum at Chestnuts. We believe that a broad and exploratory RE curriculum is essential in cultivating a positive and sensitive sense of citizenship within our pupils.

Through our Religious Education curriculum we aim:

  • to engage pupils in enquiring into and exploring questions arising from the study of religion and belief, so as to promote their personal, spiritual, moral, social and cultural development.
  • to provide learners with knowledge and understanding of Christianity and other principal religious traditions and beliefs represented in Great Britain.
  • to develop their understanding of the ways in which beliefs influence people in their behaviour, practices and outlook.
  • to enable learners to apply the insights of the principal religious traditions to their own search for identity and significance.
  • to enable learners to become aware of their own beliefs and values and to have a positive attitude to the search for meaning and purpose in life.
  • to encourage learners to develop a positive attitude towards other people who hold religious beliefs different from their own.


Legal requirements for Religious Education:

Religious Education is a statutory subject of the curriculum for all pupils in each year group and ‘should be provided for all registered pupils except those withdrawn at the request of their parents.’ (s 71 SSFA 1998)

The syllabus should ‘reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain.’ (s375 (3) Education Act 1996)

We ensure that we comply with the legal requirements by following the Haringey Agreed Syllabus for Religious Education.

Religious Education is taught on a weekly basis using HEP curriculum. Teachers have the opportunity to develop their own key questions linked to the themes in the syllabus, allowing links with other subject areas where appropriate. This ensures that children continually are being challenged and reflecting on their learning.

Lessons are planned and delivered in a variety of ways ensuring that all children can access and participate in lessons. Interactive, practical activities encourage the children to discuss their ideas and extend their understanding of difficult concepts and challenging questions.

Children also have the opportunity to learn outside the classroom with experiences that meet the needs of every child. These experiences provide an opportunity to be creative and think outside the box. For example- Go on a religious trail (this provides the opportunities for pupils to be more aware of their local areas in ways they have not considered. Visiting art galleries- children have the opportunity to discuss RE themes and how artists portray this through their art. Place of Worship termly - consolidates learning and develops deeper discussion and questioning.

Pupils’ progress in RE is based on the expected outcomes outlined in the Agreed Syllabus (HEP) which in turn have been developed in line with guidance produced nationally.

We track individual pupil’s progress through teacher assessment through outcomes from the HEP curriculum and whilst also bearing in mind that the statements do not cover all aspects of teaching and learning in RE. For example, pupil’s personal views and ideas are not subject to formal assessment, and yet are central to good RE.

Progress in RE is reported annually to parents  in the end of year report.

Religious Education at Chestnuts develops pupils’…

  • knowledge and understanding of, and their ability to respond to, Christianity, other principal world religions, other religious traditions and world views;
  • understanding and respect for different religions, beliefs, values and traditions (including ethical life stances), through exploring issues within and between faiths;
  • understanding of the influence of faith and belief on individuals, societies, communities and cultures;
  • skills of enquiry and response through the use of religious vocabulary, questioning and empathy;
  • skills of reflection, expression, application, analysis and evaluation of beliefs, values and practices, and the communication of personal responses to these.

Religious Education at Chestnuts encourages pupils to…

  • consider challenging questions of the meaning and purpose of life; beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human;
  • understand the influence of religion on individuals, families, communities and cultures;
  • learn from different religions, beliefs, values and traditions while exploring questions of meaning and their own beliefs;
  • learn about religious and ethical teaching, enabling them to make reasoned and informed responses to religious, moral and social issues;
  • develop their sense of identity and belonging, preparing them for life as citizens in a plural, global society;
  • develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own.

Religious Education at Chestnuts enhances pupils’…

  • awareness and understanding of religions and beliefs, teachings, practices and forms of expression;
  • ability to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses. Religious Education at Chestnuts offers…
  • opportunities for personal reflection and spiritual development.

Our RE leader is Ms Gordon, please do not hesitate to contact her should you require some more information: [email protected]