Primary School

Ready, Respectful and Safe


Article 28: Every child has the right to an education

Intent: What we are trying to achieve in our curriculum?

At Kirklevington Primary School, we promote an enquiry-based approach through the implementation of the Stockton-On-Tees Agreed Syllabus for RE.  Children are encouraged to consider challenging questions. Children receive religious and ethical teaching in order to make reasoned and informed responses to religious, social and moral issues. Children are taught to develop respect for others, especially those of a different faith to others.


What do we want to develop in our children at Kirklevington?

What does this look like in our School?

Be Ready

Be Ambitious – aim high, exposure to experts and role models, challenge provided in teaching knowledge, skills and vocabulary

  • We aim for every child to leave Kirklevington with a deep knowledge and understanding of the six main world religions – Christianity, Islam, Sikhism, Judaism, Hinduism and Buddhism.
  • We use Religious Education lessons to inspire pupils to develop curiosity about the world around them.
  • Our RE curriculum progressively introduces knowledge, skills and vocabulary, with clear end points and expectations.
  • We provide high quality resources and source information from the wider community to enhance our lessons.
  • Children are taught to be articulate and confident in the geographical language they use, within their independent work and in class discussions.
  • We study people who have an important role within a religion.
  • We actively encourage children to give their opinions and points of view.


Be Independent – Prepared for now, the next steps and for life

  • Children develop confidence in using and interpreting a range of sources.
  • We provide opportunities for children to be inquisitive through independent studies of religions and cultures.
  • As they progress, children become more independent and able to use their skills and understanding to interpret a range of sources.
  • Children use technology effectively to support their research and to learn more about different faiths.
  • Children are encouraged to think independently about religious beliefs and ask and answer questions.


Be Resilient – confident, develop self-regulation, well-being strategies and be problem solvers

  • Children are able to grow spiritually, morally, culturally and socially and develop understanding about the beliefs of others.
  • Children are encouraged to be resilient and to have positive attitudes towards learning.
  • Children develop confidence in expressing their knowledge, understanding and skills.


Be Respectful

Respectful behaviours – towards ourselves, our peers and others

  • Respectful behaviour is expected within all RE lessons. Class discussions about religion are respectful, with everyone’s opinion being listened to.
  • Children are taught to value the opinions of others and to show empathy.


Respect rights -RRSA – Understand our rights, how they affect our lives and rights of children globally, celebrating differences

  • RE lessons equip pupils with knowledge about: different places, other cultures, people, choices and traditions.
  • Pupils learn that children have a right to follow their own religion: Unicef Article 14.
  • RE lessons are linked to specific ‘Rights of the Child (UNICEF)’.
  • Children learn about the rights of children in different places.
  • Children are taught to celebrate differences.


Respect the environment – our school, the community and the wider world

  • Our RE curriculum creates an awareness of children’s place in the world.


Be Safe

Keep ourselves safe – know how to report concerns and worries, including with friendships

  • Our school is a safe environment, where children can report any worries or concerns they have.
  • Children are taught how to seek help when they need it.


Being safe in the school and community – Knowledge about, our families, the school, the local context and wider world

  • Learning about different Religions helps children to understand the world.



Being safe online –Using technology for the right reasons and knowing its limitations

  • Children understand how to use technology appropriately when it is being used within lessons.
  • Children are taught to use technology safely and effectively.


Religious Education is unique in the school curriculum in that it is neither a core nor a foundation subject, however the Guidance released in 2010 views it as an important curriculum subject. It is the intent of Kirklevington Primary School that Religious Education promotes an enquiry-based approach through the implementation of the Stockton on Tees Agreed Syllabus for RE from Key Stage One and Two and can be used to contribute to the learning experiences of the early learning goals within the Foundation Stage.

Religious Education at Kirklevington Primary School develops pupils’ knowledge and understanding of the major world religions. It develops the understanding and respect for religious traditions, beliefs and values by exploring issues within faiths. Children are encouraged to consider challenging questions, such as the meaning and purpose of life and issues of right and wrong. Children receive religious and ethical teaching in order to make reasoned and informed responses to religious, social and moral issues. Children are taught to develop respect for others, especially those of a different faith to others.

Whole school RE topics
Whole school progression of knowledge and skills


Religious Education is planned on a three year rolling programme. A cycle of lessons is planned for each subject, which carefully considers progression and depth. Children are challenged to apply their learning in a philosophical manner. Trips and visiting experts enhance the learning experience.

Termly summative assessments are used to determine the children’s’ understanding and inform teacher’s planning and further differentiated support for pupils. These data are reviewed on a termly basis by the Subject Leader who also carries out learning walks, book scrutiny and lesson observations. The impact of our RE curriculum is also sought directly from the pupils as surveys and questionnaires are used to gather pupils’ voice on this subject and together with summative assessment, action can be taken to further develop the RE curriculum.