Religious Education

Religious Education Curriculum Intent

Statement of Intent:

At Giles Junior School, we use a scheme of learning for our RE lessons called ‘Discovery RE’. Discovery RE takes a thoughtful and creative approach to RE and our belief is that whilst we use this enquiry-based model, children’s critical thinking skills can be developed, their motivation to learn increased and their knowledge and understanding of the different religions will be enhanced. This approach takes very seriously the philosophy that children are free to make their own choices and decisions concerning religion and belief. RE does not try to persuade but rather to inform and develop the skills with which evaluation can take place.


Christianity will be taught in every year group, with Christmas and Easter given new treatment each year, developing the learning in a progressive way. Buddhism, Hinduism, Islam, Judaism and Sikhism are also covered throughout the year groups. Each year group will have an overview map of the six units they will need to teach and cover for each half term. These units will focus on a different religion so that all religions will eventually be covered from year 3 through to year 6.

In each unit, there are six lessons to follow. (Six lessons over one half term.) To to go to the tab that says ‘community area’.

Delivering Lessons:

Each unit taught in RE is split into four steps.  

Step 1: Engagement – This explores the underpinning key question for the unit. (Usually one lesson.)

Step 2: Investigation – Children will gain subject knowledge carefully selected to assist their thinking about the key question. (Usually three lessons.)

Step 3: Evaluation - This lesson draws together the children’s learning and their conclusions about the key question on that enquiry. (Usually one lesson.)

Step 4: Expression – Children are taken back to step 1, their own experience, to reflect on how this enquiry might have influenced their own starting points and beliefs. (Usually one lesson.)

Alongside this format of teaching and planning, teachers should be using questions to encourage creative and thoughtful responses to the different values and beliefs being taught. There should also be some vocabulary being shown on the board during the lesson and this should be addressed and discussed at the beginning of each lesson. Work will mostly be presented in their RE books.

Marking and Feedback:

Marking and feedback of RE will mostly be done during the lesson itself. Assessment for learning takes place a lot when having class discussions.  Verbal feedback is given whilst children are completing an activity/task.

A tick next to an ‘LO’ in the top left hand corner of their books will show if the child has understood the lesson. A ‘VF’ can also be written to show if any verbal feedback was needed or given.



RE Intent

RE Intent