Intent – What we are trying to achieve?

RE from 2025 - 2030

Using Derbyshire Agreed Syllabus

NATRE Scheme 

To be reviewed for Sept 2030

Religious Education should spark a genuine enjoyment of learning — the kind that feels deep, engaging, and far from dull. Its purpose can be understood through three connected aims:

1. Developing Knowledge and Understanding

Pupils learn about a wide range of religions and worldviews so they can:

• Describe, explain and analyse beliefs and practices, recognising the rich diversity within and between communities — and even among individuals.

• Explore and respond to the big questions raised by sources of wisdom found in different traditions.

• Appreciate and evaluate how various ways of life and expressions of meaning shape people’s experiences and the world around them.

2. Expressing Ideas and Insights

Pupils are encouraged to think for themselves and articulate their own ideas about the significance and impact of religions and worldviews. This includes being able to:

• Explain clearly and reasonably how beliefs, practices and forms of expression influence individuals and communities.

• Offer thoughtful, discerning reflections on questions of identity, diversity, meaning and value — including ethical issues.

• Appraise different dimensions of religion, recognising their complexity and significance.

3. Building Skills for Serious Engagement

Pupils develop the skills needed to engage meaningfully with religions and worldviews, enabling them to:

• Investigate key concepts and questions about belonging, meaning, purpose and truth — and respond with creativity.

• Enquire into what helps people live together respectfully, supporting the wellbeing of all.

• Articulate their own beliefs, values and commitments clearly, understanding why these matter in their own lives and in the lives of others — including the awareness that religions are diverse and followers do not all think or act the same

Implementation – How will we achieve this?

Planning

Teachers plan weekly RE lessons using the NATRE scheme, aligned with the current Derbyshire Agreed Syllabus (2025–2030). The syllabus identifies the key enquiry questions that guide pupils to explore, investigate and respond thoughtfully. It also specifies which religions should be taught and at which stages.

Where the NATRE scheme does not cover a required unit, teachers will plan directly from the Agreed Syllabus. Units may be systematic, focusing on one religion, or thematic, drawing on more than one tradition.

Whole-Class Teaching

All children access the same high-quality learning opportunities. Teaching draws on three forms of knowledge:

• Substantive knowledge – what pupils need to know.

• Disciplinary knowledge – how pupils investigate and make sense of that knowledge.

• Personal knowledge – how pupils reflect on what they have learned.

Each RE session begins with the learning intention and key vocabulary, ensuring all pupils understand the concepts and language needed for the lesson.

Teachers provide clear explanations and create space for pupils to discuss, question and debate ideas. Pupils examine content through three disciplinary lenses:

• Theologian – exploring beliefs and sources of authority

• Philosopher – considering big questions and reasoning

• Human scientist – examining how people live, behave and form communities

Written tasks may be scaffolded or adapted for learners who need support, while higher-attaining pupils are offered deeper, more challenging activities.

Where possible, lessons include a range of primary and secondary resources such as artefacts, books, photographs and videos.

Each unit is supported by a knowledge organiser, enabling pupils to revisit and secure key concepts.

Impact – What difference will this make?

The impact of RE is to nurture children who can think deeply, question thoughtfully and respond with understanding. Through high-quality RE lessons, pupils learn to:

• Question beliefs — their own and those of others — with curiosity and respect.

• Develop their own beliefs and values, grounded in knowledge and reflection.

• Show tolerance and understanding, recognising the diversity within and between religious and non-religious worldviews.

• Draw on prior learning to make sense of the complex, layered nature of belief systems and ways of life.

Ultimately, RE aims to equip children with the insight and empathy needed to contribute to a respectful, cohesive and compassionate society.

‘All children need to acquire core knowledge and understanding of the beliefs and practices of the religions and worldviews which not only shape their history and culture but which guide their own development. The modern world needs young people who are sufficiently confident in their own beliefs and values that they can respect the religious and cultural differences of others, and contribute to a cohesive and compassionate society.’

— The Right Hon. Michael Gove, former Secretary of State for Education, 2013 RE Review and National Curriculum Framework for RE