Religious Education

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Our full curriculum handbook for RE can be viewed here: Bayards Hill RE Curriculum Handbook


At Bayards Hill Primary School we believe that, using an enquiry-based model children’s critical thinking skills can be developed, their motivation to learn increased. As well as this,their knowledge and understanding of, and empathy with people and their beliefs, religious or otherwise, will be enhanced. This approach embeds 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. British Values are mapped throughout the scheme of work.

Discovery RE, and can be linked to our schools values; Respect, Resilience and Responsibility.  Spiritual, moral, social and cultural development opportunities are identified in each enquiry within RE, and are mapped on the overview grid for each year group. It is not only the leadership which needs to articulate this vision of intent however, the staff and pupils are also clear about the contribution of RE.


Discover RE advocates an enquiry model using a 4-step approach as the basis for implementation. Every unit (enquiry) is based around a key question. The key question for the enquiry is such that it demands an answer that weighs up ‘evidence’ (subject knowledge) and reaches a conclusion based on this. This necessitates children using their subject knowledge and applying it to the enquiry question, rather than this knowledge being an end in itself. Discovery RE focuses on critical thinking skills, on personal reflection into the child’s own thoughts and feelings, on growing subject knowledge and nurturing spiritual development.

Discovery RE follows and enquiry model.  Each enquiry has a big enquiry question and this is explored with a 4-step process: 

  • Engagement (How can I relate to the underpinning concept in my own world?) 

  • Investigation (What do I need to learn about religion in order to answer the big question) 

  • Evaluation (How well can I apply this knowledge to the big question using critical thinking/evaluation skills?) 

  • Expression (Can I express what difference this inquiry has made to me, my thinking and my starting point?) 


 Bayards Hill Primary aims to make RE a meaningful and relevant subject. Christianity is taught in every year group, with Christmas and Easter given new treatment each year, developing the learning in a progressive way. Hinduism, Islam, Judaism and Sikhism are also covered. Humanist perspectives are added when most appropriate in some enquiries. 

Discovery RE fulfils the requirements of both the approach and content set out in the National Framework 2013,and that it contributes very significantly to addressing the weaknesses outlined in the Ofsted report’s key findings, not least providing a straightforward and comprehensive assessment process.


The children start from their own experience to ensure understanding of the concept being studied then move into investigating that concept in depth from the point of view of the chosen religion. The lessons not only support the children with embedding their RE knowledge, but also contribute to their oracy and critical thinking skills. 

Exposure to and analysis of religious texts can also enhance their reading, comprehension and inference skills. The medium-term nature of the Discovery RE planning allows teachers the freedom to plan with detail and attention to their individual children. Learners can be scaffolded, and any individual needs can be supported where necessary. Greater depth children can be challenged to ensure that they are being given the opportunities to enrich their learning further. The Discovery RE planning encourages teachers to include memorable activities such as visitors or visits to places of worship.

Inclusion and SEND

At Bayards Hill Primary School, every teacher is a teacher of SEND. As such, inclusion is a thread that runs through every area of the school enhanced by collaboration between senior leaders, teachers, support staff, external agencies, parents and most importantly, the child. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. Lessons are planned with appropriate scaffolds, adjustments and modifications to ensure that there are no barriers to achievement and progress.


KS1 quizzes

KS2 quizzes 

NATRE Assessment in Discovery RE is both formative and summative. Clear over-arching learning objectives and the key- coloured boxes within the planning allow the teacher to be mindful of the assessment elements within that step that can formatively help them pitch and plan subsequent lessons, and also the content which can contribute to the overall summative assessment completed in Step 3 and when the unit is completed. 

The three colour-coded aspects are: Green: personal resonance with or reflection on the subject content in relation to the enquiry question. Blue: knowledge and understanding of the subject content in relation to the enquiry question Red: evaluation/critical thinking in relation to the enquiry question.

The children also have an opportunity to self-assess and to identify their own next steps using the “TINT” (To improve next time) box in the “My Learning Progress” sheets with Discovery RE shown here.

Knowledge Organisers


Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 1

Year 1 Term 1 RE  

Year 1 Term 2 RE 

Year 1 Term 3 RE 

Year 1 Term 4 RE  

Year 1 Term 5 RE 

Year 1 Term 6 RE 

Year 2

Year 2 Term 1 RE 

Year 2 Term 2 RE 

Year 2 Term 3 RE  

Year 2 Term 4 RE  

Year 2 Term 5 RE 

Year 2 Term 6 RE 

Year 3

Year 3 Term 1 RE 

Year 3 Term 2 RE 

Year 3 Term 3 RE  

Year 3 Term 4 RE 

Year 3 Term 5 RE  

Year 3 Term 6 RE 

Year 4

Year 4 Term 1 RE 

Year 4 Term 2 RE 

Year 4 Term 3 RE  

Year 4 Term 4 RE 

Year 4 Term 5 RE 

Year 4 Term 6 RE 

Year 5

Year 5 Term 1 RE 

Year 5 Term 2 RE 

Year 5 Term 3 RE  

Year 5 Term 4 RE 

Year 5 Term 5 RE 

Year 5 Term 6 RE 

Year 6

Year 6 Term 1 RE

Year 6 Term 2 RE 

Year 6 Term 3 RE 

Year 6 Term 4 RE 

Year 6 Term 5 RE 

Year 6 Term 6 RE 

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