Religious Education


Why teach RE?

Religious Education has a significant role to play in the promotion of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their own sense of identity and belonging through self-awareness and reflection.

Essentially, we seek to produce pupils who are religiously literate and are able to hold balanced and informed conversations about religion and belief; which will in turn enable them to explore purpose, meaning and value in their own lives.

What should good Religious Education contain?

At Fishtoft Academy we believe that good RE should:

  • Develop pupils’ knowledge and understanding of Christianity as well as other principal religions and world views
  • Focus on concepts as well as content (Learning from religion as well as about religion)
  • Explore authentic religious material, e.g. sacred texts.
  • Reflect diversity in terms of the changing religious landscape of the UK so that they are prepared for life in modern Britain. (This includes taking into account the increase in the number of people with non-religious beliefs and identities).
  • Reflect pupils’ own experiences of religion.
  • Present religious belief as a real, lived phenomenon, not something exotic or belonging to the past.
  • Provide opportunities for personal reflection and spiritual development
  • Help to prepare pupils for adult life, enabling them to develop respect and sensitivity for others.

What religions are taught?

Our RE curriculum reflects the fact that the religious traditions in the immediate locality and in Great Britain, are in the main Christian, whilst taking into account the teaching and practices of other principal religions represented in Modern Britain (Islam, Judaism, Hinduism & Sikhism).  This is particularly important due to the isolated nature of our school setting.

As a non-denominational Academy, we do not seek to convert or steer pupils towards a particular religious belief, rather we aim to encourage them to develop their own beliefs and values and make them aware that some people have no attachment to religious beliefs and follow secular philosophies.

Do I have the right to withdraw my child from RE?

Parents/carers may withdraw their child(ren) from all or part of the RE curriculum.
They do not have to provide a reason for this and the school will comply with the
request. It has a responsibility of the Academy to supervise any pupils who are withdrawn from RE, but the Academy is not required to provide additional teaching or incur extra costs. If parents/carers wish their child to receive an alternative programme of RE it is their responsibility to arrange this.

To support planning, Fishtoft Academy asks that if parents/carers wish to withdraw their child(ren) from all or part of their Religious Education Curriculum, they forward a letter to Head Teacher in order that alternative arrangements can be made for their child for the duration of the core RE lessons.


At Fishtoft Academy there are three main aspects to our RE teaching:

  • Specific RE units of work taught weekly by class teachers (as outlined in our RE long-term plan).
  • Focus days when the whole school takes time out to concentrate on an RE theme, often related to a festival.
  • Within wider themes for learning, where RE-related work could be effectively integrated in order to provide deeper knowledge and understanding for our pupils. (For example, work on Judaism as part of age-appropriate World War 2 studies).

For our core RE teaching, we follow a personalised version of the Agreed Syllabus for Religious Education (SACRE) produced by The Educational Framework for RE in Lincolnshire.

The core concepts we seek to develop in our pupils through our RE teaching are:

  • Being Human – To know how faith and belief affects the way people live their lives.
  • God/Gods – To know what different people believe in.
  • Community, Worship and Celebration – To know how people express their religion and beliefs.
  • Personal response – To explore their own feelings about their own beliefs and that of others (Tolerance, respects and appreciation).
  • Life Journeys and rights of passage – To know the significance and key features of a variety of ceremonies and festivals linked to the world’s main religions.

Where possible and appropriate to do so, an enquiry-based approach is adopted in our RE learning.  By engaging pupils from the outset in ‘big questions’, we seek to provide them with a context and reason for for carrying out an investigation (making sure they can see the relevance and importance of the enquiry and how it relates to their own concerns); and allow them time to gather and draw conclusions before asking them to reflect what they have learned.