RE

RE from 2025 - 2030

Using Derbyshire Agreed Syllabus

NATRE Scheme 

To be reviewed for Sept 2030

Intent – What we are trying to achieve?

Enjoyment for learning that is deep, engaging and not dull.

The intent of RE focusses around a threefold aim.

1. 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. 

1. 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.

1. 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 wellbeing 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 including knowing that religions are diverse and not all people following a religion do the same.  

Implementation – How will we achieve this?
Planning : Teachers will plan weekly RE lessons using NATRE scheme and linked to the current Derbyshire Agreed Syllabus which was implemented in 2025 and will be in place until its review in 2030. The syllabus sets out the questions to be asked to encourage the children to enquire, investigate and respond. It also sets out which religions are to be covered and at which ages these lessons should be taught. Any units not covered in the NATRE scheme will be taught linked solely to the current Agreed Syllabus. Some units are systematic units and focus on one religion and some are thematic units that focus on more than one religion.

Whole Class Teaching: This will ensure all children receive the same opportunities. Teaching will focus on three forms of knowledge: substantive (what teachers want and need them to know); disciplinary (how they are going to find out the substantive knowledge) and personal (reflecting on the knowledge once they have it.  

Learning intention questions will be shared at the start of each RE session. Key vocabulary is shared and discussed so every child knows the appropriate vocabulary for the lesson.

Teachers will provide clear and detailed explanations and opportunities for children to discuss, question and debate the content of the lesson.

During lessons children will look at information from 3 points of view, as a theologian, a philosopher and a human scientist (psychologist/ sociologist).

Written tasks may be differentiated with scaffolding or adapted resources for lower learners and more challenging, stretching activities for higher ability.

Where possible a range of primary and secondary resources will be available e.g. artefacts, books, photographs, videos etc.

For each unit of work a knowledge organiser  will be available for children to revisit key concepts covered within the unit of work.

Marking and Feedback: The purpose of marking and feedback is to identify and address misconceptions quickly which allows them to make progress within lessons.

Impact – What difference will this make?
‘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 new 'non-statutory' National Curriculum Framework for RE

 The impact of RE lessons is to develop in our children the ability to question beliefs, develop their own beliefs and values and to have tolerance and understanding of the beliefs of others. Children to use prior learning knowledge to understand the complex depths of religious and non-religious worldviews.