Religious Education Subject Leader: Miss M Hemsley
At Whitehill Primary School, we provide a high-quality Religious education curriculum that recognises and reflects all pupils’ beliefs and practices. Our curriculum is designed to reflect the guidance of the Kent Agreed syllabus.
Intent
At Whitehill Primary School, we recognise that religion shapes many people’s lives. Our Religious Education (RE) curriculum promotes respect, understanding, and appreciation of how people choose to live, both locally and globally. It reflects the rich diversity of our community, enabling pupils to engage with their own experiences before exploring how beliefs influence lives worldwide.
RE prepares children to navigate a world of diverse beliefs and viewpoints. Through a curriculum that balances knowledge and reflection, pupils develop the confidence to make informed decisions, voice their opinions, and enjoy learning about different cultures and religions. This supports their moral, spiritual, social, and cultural development while fostering a sense of belonging and sensitivity to others.
As a compulsory subject, RE at Whitehill is based on the Kent Syllabus and adapted to suit our pupils’ needs and interests. Children study both religious and non-religious worldviews, including Christianity, Buddhism, Islam, Hinduism, Judaism, and Humanism. They learn about religions and from religions, reflecting on faith and developing their own spiritual understanding.
Our RE curriculum aims to help pupils:
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Acquire knowledge of major religions and worldviews.
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Understand how beliefs, values, and traditions influence individuals, communities, and cultures.
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Make reasoned and informed judgements on religious and moral issues.
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Develop spiritually, morally, socially, and culturally.
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Respect others’ beliefs and thrive in a diverse society.
Implementation
At Whitehill Primary, our RE curriculum is implemented through a structured, year-by-year progression, ensuring continuity and coherence from early years through to Year 6. Teachers use the RE Progression Document to plan long‑term, medium‑term and short‑term sequences, ensuring that learning builds gradually; from basic awareness of beliefs and celebrations in early years, to deeper understanding, enquiry, comparison, and reflection in upper key stages.
RE is taught regularly as a discrete subject across the school (with consideration for age‑appropriate delivery in younger years). Lessons are designed to incorporate a variety of pedagogical approaches, including discussion, enquiry, use of artefacts or stories, reflection, and opportunities to connect learning to pupils’ own experiences or communities. This ensures engagement and accessibility for all pupils, while respecting the diversity of religious and non‑religious worldviews.
Implementation includes:
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A clearly mapped progression of knowledge and skills, with year‑by‑year expectations.
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Age‑appropriate content and enquiry questions that build on prior learning.
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Use of a range of teaching strategies (stories, discussion, artefacts, reflection, respectful dialogue) to meet different learning styles.
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Planned opportunities to revisit and consolidate previous learning, supporting retention and deeper understanding.
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Monitoring of coverage to ensure all major religions and worldviews, as outlined in the syllabus, are addressed over time.
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Differentiation and support so all pupils, regardless of background or prior knowledge, can access and benefit from RE.
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Use of RE as a vehicle not only for knowledge but for moral, spiritual, social and cultural development.
Subject leadership (e.g. by RE coordinator) maintains oversight of the full progression through school; checking that planning is aligned to the progression document, that coverage is balanced, and that lessons reflect the intended breadth and depth of RE.
Impact
Assessment in RE is ongoing and informs teachers’ planning, lesson activities, and differentiation. Learning is monitored across all year groups using a range of strategies to ensure progress and understanding.
Through our RE curriculum, we expect that:
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Children demonstrate a positive attitude towards people of all religions and an understanding of cultural beliefs different from their own.
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Children show respectful behaviour, which extends beyond school into the wider community.
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Teachers assess pupils’ understanding of key vocabulary before and after each unit to track knowledge development.
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Learning is documented through images, videos, and pupils’ work, providing evidence of engagement and progress.
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Pupil voice is captured through interviews, allowing children to reflect on and articulate their learning.
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Teachers regularly review pupils’ books and engage in professional dialogue to evaluate understanding and inform next steps.
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Marking and feedback in pupils’ written work are used to consolidate learning and support further development.
This approach ensures that RE has a meaningful impact on pupils’ knowledge, understanding, attitudes, and behaviours, supporting their moral, spiritual, social, and cultural growth.
Religious Education in Each Stage
In EYFS, RE focuses on developing positive attitudes towards differences and encouraging curiosity about the world. Pupils explore questions such as “Where do we belong?”, “Which times are special and why?”, and “Who or what is special to us?” Learning is largely experiential, incorporating stories, celebrations, and discussion, supported by age-appropriate vocabulary. Pupils begin to understand key concepts of belonging, special places, and people.
In KS1, pupils begin to explore the beliefs and practices of different religions. Topics include:
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Christianity and Islam (Year 1 and 2)
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Judaism and celebrations of sacred times
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Understanding what it means to belong to a faith community
Pupils develop knowledge of religious stories, sacred places, and key festivals. They are encouraged to ask questions, express their thoughts, and make connections to their own experiences.
Lower KS2 (Years 3 & 4)
In Lower KS2, pupils deepen their understanding of religions through units on Christianity, Hinduism, and Judaism. They explore beliefs, moral teachings, rituals, and festivals, and consider how religious life is expressed through family, community, and prayer. Pupils engage with reflective and evaluative activities, comparing worldviews and exploring ethical questions such as “What can we learn from religions about right and wrong?” and “How is life like a journey?”
Upper KS2 (Years 5 & 6)
In Upper KS2, pupils develop a critical and reflective understanding of both religious and non-religious worldviews. Units include Christianity, Islam, Hinduism, Humanism, and ethical questions on belief, morality, and caring for the world. Pupils consider challenging questions such as “Why do some people think God exists?”, “What matters most to Christians and Humanists?”, and “Green Religion: What can religions teach us about caring for the Earth?” Learning encourages reasoned judgement, empathy, and the ability to express personal viewpoints with respect.
Religious Education Progression
Inclusion & Equal Opportunities
All children at Whitehill Primary School will be able to access the RE curriculum. In order to ensure that children with special educational needs achieve their full potential, where necessary, lessons will be adapted to ensure all pupils make progress. If appropriate we may support SEN children in small groups or on a one to one basis. Additional resources may also be provided in order to make the learning more accessible. All children will be offered differentiated opportunities, where appropriate, to extend their learning in order to reach their full potential.
Parents have the right to withdraw their children from RE lessons. This request must be made in writing to the Headteacher. Parents are strongly advised to consult with the school to seek further information on the RE curriculum and the approach to teaching and learning before any decision is made
Enrichment & Beyond the Curriculum
We are very fortunate at Whitehill Primary School as we are part of a multicultural community. Teachers ensure that their children have opportunities to encounter religions, faith and commitment through visits and visitors to enhance learning and deepen each child’s understanding; making the most of the local Gravesend churches, temples and Gurdwara alongside the Chatham Synagogue and Rochester Cathedral.