Vision Statement and Curriculum Intent

At Stock, Religious Education is at the heart of our curriculum, nurturing each child to grow spiritually, morally and culturally so they may truly let their light shine.

Our RE curriculum aims for children to know about and understand a range of religious and non-religious world views by learning to see these through theological, philosophical and human/social science lenses. Children express ideas and insights about the nature, significance and impact of religious and non-religious world views through a multi-disciplinary approach. Children gain and deploy skills rooted in theology, philosophy and the human/social sciences, engaging critically with religious and non-religious world-views.

Through our RE curriculum, we foster a strong sense of affinity, helping children feel connected to their school, community and the wider world. We encourage them to reflect deeply, ask meaningful questions and develop religious literacy. 

We inspire pupils to aspire - to live out our school Gospel values such as compassion, koinonia and trust. By engaging with Biblical texts and diverse world views, children are guided to consider their purpose and the difference they can make. 

We support every child to achieve, both academically and personally, by developing their knowledge, critical thinking and ability to express their beliefs with confidence and respect. 

Through this approach, our pupils grow into thoughtful, reflective individuals who shine brightly in their communities and beyond. 

Implementation

Each class is taught RE once a week inline with the Essex Agreed RE Syllabus. It is carefully structured to ensure full coverage, progression and meaningful engagement for all pupils. 

RE is delivered through a planned, enquiry-based approach, where each unit is framed around a key question. This encourages pupils to explore religious and non-religious world views through discussion and reflection. Units of learning are blocked, well sequenced and build on previous learning. Lessons ensure that progress is achieved through small steps, allowing children to develop both substantive knowledge (key beliefs, practices and traditions) and disciplinary skills (questioning, interpreting, comparing and evaluating). 

RE lessons may include exploration of: 

Theology

 • Where beliefs come from 

• How beliefs change over time

 • How beliefs relate to each other

 • How beliefs shape the way believers see the world  

Philosophy 

• The nature of knowledge, meaning and existence 

• How and whether things make sense 

• Issues of right and wrong, good and bad  

Human/Social Sciences 

• The diverse nature of religion 

• Diverse ways in which people practice and express beliefs 

• The ways in which beliefs shape individual identity, and impact on communities and society and vice versa 

Key Enquiry structure

Our sequence of lessons promote the enquiry process:

Engage Stage 1: The new enquiry is introduced by exploring the conceptual focus and core question.

Enquire Stage 2: The enquiry is co-constructed with the pupils whilst staying within the parameters of the learning outcomes.

Explore Stage 3: Pupils enquire into the core question through the suggested core knowledge.

Evaluate Stage 4: Pupils respond to, analyse and evaluate their understanding of the core question.

Express Stage 5: Pupils express the knowledge and understanding they have gained to answer the key question, with an opportunity for the teacher to assess if pupils have met the age-related expectations if appropriate.

Impact

By the time pupils leave Stock, the impact of our Religious Education curriculum is that they are religiously literate, reflective and respectful individuals who can engage with a diverse world. 

Pupils will:

• Demonstrate secure knowledge and understanding of a range of religious and non-religious world views, including Christianity and other principal religions studied within the Essex Agreed Syllabus. 

• Make sense of Religions and belief in the world around them,recognising how these influence individuals, communities and societies. 

• Hold balanced and well-informed conservations about religion and world views, using appropriate subject-specific vocabulary and evidence to justify their ideas. 

• Think critically and ask meaningful questions, exploring key questions about life morality, purpose and identity through theological, philosophical and human/social science lenses. 

• Reflect on their own beliefs and values, developing a sense of identity and belonging while understanding that others may think differently. 

• Apply their learning to real life, making connections between religious teachings and contemporary issues, and considering their own responsibilities as members of society. 

• Develop spirituality, morally, socially and culturally, becoming thoughtful, open-minded individuals who are prepared for life in modern Britain. 

Right to withdraw

At Stock C of E Primary School, we are proud to offer an inclusive, educational, and broad Religious Education curriculum that respects all faiths and worldviews. However, we recognise and respect the statutory right of parents and carers to withdraw their children from RE lessons and acts of Collective Worship, either entirely or in part.

How to Request a Withdrawal:

• Initial Discussion: While you are not obliged to give a reason for your request, we welcome the opportunity to discuss the curriculum with you. This can help address any concerns about what is taught.
• Email: admin@stock.essex.sch.uk with a request to withdraw for the attention of the Headteacher.

What Happens During Withdrawal:
If your child is withdrawn, we will provide appropriate, quiet supervision in another classroom or area in the school. Children will be directed to undertake quiet study, reading, or other independent activities.

Research which underpins our curriculum design

Our Religious Education curriculum fulfils the statutory requirements outlined in the Church of England Statement of Entitlement and was created based on Essex Agreed Syllabus “A Religious Education for the Future.”