Religious Education


The intentions of Rusper Primary RE curriculum and teaching are to:

Adopt an enquiry- based approach as recommended by Ofsted, beginning with the children’s own life experience before moving into learning about and from religion

Provoke challenging questions about the meaning and purpose of life, beliefs, the self, and issues of right and wrong, commitment and belonging. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development

Encourage pupils to explore their own beliefs (religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses.

Enable pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society

Teach pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice

Prompt pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion

Develop a sense of awe, wonder and mystery

Nurture children’s own spiritual development

All units of Learning are specified on our Long Term Plans.
Our mapped progression of Knowledge and skills can be found below.



Implementation of our RE curriculum:

We deliver RE in line with the West Sussex Agreed Syllabus 2020 – 2025.

We use the Discovery RE programme as our scheme of work.

Discovery RE meets the requirements of our locally agreed syllabus and is aligned to the non- statutory guidance.

RE in English Schools: Non-statutory guidance 2010


We evaluate our curriculum using an evidence informed approach.  We have timetabled the review of the foundation subjects and aim to evaluate our curriculum provision, the effect of teaching and the depth, retention and connection of learning.  We do this by reviewing planning, looking at our children’s work and talking to our children.  In doing this we aim to identify and share strengths, explore ways to improve our provision and enable the professional growth of our teachers.

The impact of our teaching on children’s learning is assessed in a variety of ways.  Formative assessment is on-going with teachers assessing, reviewing and planning lessons. Retrieval practice is used to enhance recall of key content.  Activities such as low stakes quizzes, are built into teaching to help children overlearn concepts and knowledge, so learning is retained in the long term memory.