Curriculum Statement for RE
Lancaster Lane’s RE curriculum is tailored to the needs of our whole school community. It is based on the Lancashire SACRE Agreed Syllabus and aims to provide ambitious, objective, and inclusive education. It focuses on exploring major world religions and beliefs, fostering respect for diversity, and enabling pupils to reflect on fundamental life questions, preparing them for life in a multi-faith society.
Our aim is to promote an understanding of religious traditions, beliefs, and practices while developing empathy, respect, and critical thinking.
Our RE curriculum focuses on Christianity as the main tradition, while also studying other principal religions, exploring similarities, differences, and personal reflection. It encourages awareness of local and national diversity, fostering community cohesion and understanding British Values.
We follow The Lancashire Agreed Syllabus SACRE as a basis for our curriculum. It is ambitious for all pupils and outlines the curriculum intent and methods of implementation that will enable all pupils to achieve well and attain high level outcomes by the end of each Key Stage. The syllabus aims to support pupils’ personal search for meaning as they explore what it means to be human. It continues to follow the Lancashire Field of Enquiry model but also specifies knowledge and skills which build towards clear goals at the end of each key stage. This ensures that the curriculum is progressive, clearly sequenced and suitably ambitious. The syllabus also includes specific advice on effective methods of teaching and assessment. The aim is for teachers to develop the disciplinary knowledge needed to implement the curriculum effectively so that it has a positive impact on pupil achievement.
EYFS
Our Pre-School and Reception children follow the Lancashire SACRE EYFS RE units alongside the Statutory Early Years Framework through the strand ‘People and Communities’ within the area of development entitled ‘Understanding the World’.
As the framework states 'It is good practice for all early years’ settings to teach children to respect and celebrate each other’s differences by developing an understanding of diversity beyond their immediate family experience.'
RE at Lancaster Lane Pre-School and Reception classes is taught through adult-led discussions with the use of children’s personal experiences creating a basis for reflection and understanding. Within each of the classes, continuous provision also reflects this learning and allows the children to practice what they have learnt in areas such as role play, dressing up and creative.
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Personal, Social and Emotional Development |
Understanding the World
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Three and Four-Year-Olds |
• Develop their sense of responsibility and membership of a community. |
• Continue to develop positive attitudes about the differences between people. |
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Reception
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• See themselves as a valuable individual. • Think about the perspectives of others. |
• Talk about members of their immediate family and community. • Name and describe people who are familiar to them. • Understand that some places are special to members of their community. • Recognise that people have different beliefs and celebrate special times in different ways. |
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ELG |
Building Relationships |
Past and Present |
People and Communities |
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• Show sensitivity to their own and others’ needs. |
• Talk about the lives of the people around them and their roles in society. • Understand the past through settings, characters and events encountered in books read in class and storytelling. |
• Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. |
Key Stage One
At Key Stage 1, pupils begin to explore key religious concepts through engaging and age-appropriate themes. They learn about Christianity and other principal religions, focusing on special people, stories, places, and celebrations. Pupils are encouraged to ask questions, share their own experiences, and develop curiosity about different ways of life. The curriculum supports early skills in empathy, respect, and reflection, helping children recognise similarities and differences between beliefs and practices.
Key Stage Two
In Key Stage 2, pupils build on their prior learning by studying a wider range of religions and worldviews in greater depth. They explore key beliefs, teachings, and sources of authority, as well as how faith influences individuals and communities. Pupils are encouraged to make connections, compare perspectives, and consider challenging questions about meaning, purpose, and morality. The curriculum promotes critical thinking, respectful dialogue, and the ability to express informed personal viewpoints.
Across both key stages, RE contributes to pupils’ spiritual, moral, social, and cultural development, preparing them to live in a diverse and interconnected society.
Inclusion within RE
In line with guidance from NASEM, our RE curriculum is designed to be fully inclusive, ensuring that all pupils, including those with disabilities and additional needs, can access, engage with, and succeed in Religious Education.
Teachers plan for inclusion through reasonable adjustments and subject-specific adaptations. This includes the use of multi-sensory resources, visual supports, adapted texts, and scaffolded questioning. Pupils are provided with flexible ways to record and express their understanding, such as discussion, role play, or creative outcomes. Content is carefully sequenced and differentiated to ensure key RE concepts—such as belief, identity, and belonging—are accessible to all learners.
All pupils are able to participate meaningfully in RE lessons, demonstrating understanding in ways appropriate to their needs. Pupils develop confidence in expressing their ideas, show respect for different beliefs, and make progress in line with their starting points, ensuring equitable access to the full RE curriculum.
Assessment
Assessment in Religious Education is ongoing, formative, and aligned with guidance from SACRE. Across Key Stage 1 and Key Stage 2, teachers assess pupils’ progress through questioning, discussion, observation, and recorded work, focusing on both knowledge of religions and worldviews and pupils’ ability to reflect and respond. Assessment is linked to clear learning outcomes and progressively builds pupils’ skills in enquiry, interpretation, and expression. At Key Stage 1, assessment emphasises pupils’ ability to recall key stories, recognise beliefs and practices, and communicate simple ideas. At Key Stage 2, it develops towards more structured explanations, making connections between beliefs, and expressing informed personal viewpoints. Feedback is used to support progress, inform planning, and ensure all pupils, including those with additional needs, can demonstrate their understanding in meaningful and appropriate ways.
Enrichment Opportunities within School
Religious Education is enriched through a range of experiences that extend learning beyond the classroom and deepen pupils’ understanding of religions and worldviews. Within school, pupils take part in celebrations of key religious festivals, and opportunities for reflection through assemblies and class discussions.
Where possible, educational visits to places of worship such as churches, mosques, temples, or synagogues provide first-hand experiences that support and enhance curriculum learning. These visits enable pupils to observe practices, ask questions, and make meaningful connections between belief and daily life.
Additional enrichment may include cross-curricular projects, and creative activities such as art, drama, or storytelling linked to religious themes. These opportunities promote curiosity, respect, and deeper engagement, supporting pupils’ spiritual, moral, social, and cultural development while bringing RE to life in meaningful and memorable ways.
Please note: Parents have a legal right to withdraw their child/children from part of or the whole of the RE curriculum provided by the school. The school teaches open minded religious education which is fully inclusive. The aim is for all pupils to develop their own beliefs and values
Last reviewed: June 2026
Subject leader: Mrs Helen Ford
The subject leader can be contacted via the school office. Tel: 01772 433641