Last yummy breakfast before we leave 💕


Come on boys pay attention- the pig is escaping!


Maths skills are coming in handy!


Saying goodbye to their new friends on the farm


New friends made on the farm!


Everyone is too busy to pay attention to Mrs Corbett!


Good morning Mrs Corbett! More chores on the farm


Ever tried to take a Lamb for a walk 🤣


We have fallen in love with the Lambs 💕


Early Years Sports Day


At last- time to tuck in!


Setting the table- beautiful flowers 😊


Lots to do still


Hello Mrs Hurley!


Is that sheep getting a hug?! Lol


Look at the expert farmer! 👌🏼


The animals on the farm are well looked after and fed by our Year 6 children 👏🏼


Wow! Look who was hiding in the box! 🦇


Everyone waiting in anticipation to find out what’s in the box…

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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Religious Education

HPAPP RE Curriculum Intent Statement


The more people come together, the more borders will be opened, and people and opinions get together, the

more unrenouncable tolerance will be a fundamental part of our social life. Without tolerance there is no

religious liberty, no freedom of conscience and no freedom of thought.


Thomas Kletsil, Austrian Diplomat.


Vision and Curriculum Principles

The purpose of this document is to clarify how, why, and what we teach in RE at Harris Primary Free School Peckham. This document is to be used by staff to clarify expectations, highlight the resources that we have at our disposal, and to ensure that a high-quality RE curriculum is being taught to all.


The KS1 and KS2 primary RE curriculum at Harris Primary Free School Peckham has been designed to offer the full rigour and challenge of the primary RE curriculum while still being relevant and accessible for the demographic of students in our school. Our curriculum development is guided by the following core principles:

  • accessible to all
  • promotes oracy
  • knowledge-led
  • develops habits of the mind
  • inspires ambition

We believe that RE learning should prepare pupils for future learning; help them understand the world around them and allow them to succeed in all areas of life. To achieve this, we have created a curriculum that offers our pupils the opportunity to gain a depth and breadth of religious knowledge. Our students will also develop a range of enquiry skills which enable them to ‘work like a theologist’. We believe the teaching of RE should encourage children to think critically, weigh evidence, sift arguments and interpretations, and express their own perspective and judgement. 


In Religious Education, pupils begin to describe, compare and explain different religious beliefs and institutions. It equips pupils with the knowledge to understand differences in faith, culture and tradition in an increasingly globalized society, thereby promoting tolerance and appreciation.

It is a subject that encourages self-reflection and enquiry; it fosters curiosity and critical thinking in a search to find purpose and meaning in our own lives. It also promotes discussion, debate and communication amongst peers and the wider community.

Religious Education is a study across multiple disciplines anthropology, sociology, psychology, philosophy and the history of religion which display incidents of collaboration, compromise and conflict resolution. Pupils study humanity through different lenses of academia, but with compassion and openness, in a safe and accepting environment.

The aims of our curriculum are to allow pupils to:

  • Acquire detailed knowledge about the beliefs, teachings and practices of different faiths and religions, and identify links between them.
  • Interpret the meaning, significance and impact of religious sources, narratives and teachings of different faiths and religions
  • Develop an understanding their own values and commitments, to shape their sense of identity and belonging
  • Appreciate and accept different beliefs, traditions and cultures that explain different ways of life and ways of expressing meaning.
  • Provide opportunities for pupils to ask questions and partake in discussion and debate in a safe environment.

Intended content:

The teaching rota below identifies what is taught, when it is taught and provides a rationale behind the sequencing.  

There units are repeated in primary, and they are revisited at KS3 which provides a continuum of the spiral nature of our curriculum.



We believe that skills and knowledge are intrinsically linked in the RE curriculum and aim to capitalise on this by using first-hand experiences, so that all our children learn about the way things are and why they behave as they do. Our learners use a range of secondary sources (books, videos, and visits) to reinforce and enrich their knowledge.


Typical Lesson:

Each lesson will show a single or double page of work. Every lesson begins with a starter sticker which recaps learning from previous units and learning from the previous lessons. Then pupils will record their learning through diagrams, tables, charts, photos of practical work or short written pieces. At the end of the lesson, pupils are given the opportunity to show their understanding by raising their own questions (recorded in their books alongside a question sticker). Teachers mark within the lesson to inform AfL and to provide immediate feedback for pupils.

Our curriculum is based upon the Discovery scheme of Learning.

This provides a guide to planning that secures progression from one year to the next. Each unit is guided by a 4-step enquiry and requires 6 lessons. The enquiry question has a knowledge focus (see table below) and it serves to weave the sequence of lessons together such that pupils acquire and then apply knowledge to answer the question. Each unit also demands that pupils reflect on how their learning links to their own personal identity.

Whilst we refer to the separate aims of the Religious Education curriculum, we strive to carefully blend these together in each learning experience.

Pupils will learn through different historical, contemporary, social and cultural perspectives and contexts of these religions. Through doing so, they will be able to identify the similarities and differences not only between religious communities, but also, within them. They will also begin to understand the historical development of faith and the impact of each denomination across the world.

  • Interpret the meaning, significance and impact of religious sources, narratives and teachings of different faiths and religions

Stories lay at the heart of many religious teachings. Therefore, pupils will be taught, and expected to recall key religious narratives. Pupils will be encouraged to interpret the meaning of these stories, their characters, and how they have influenced and inspired the beliefs and behaviours of both religious and non-religious communities since.

Pupils will also be exposed to different religious scriptures and texts, and be encouraged to reflect on their source, their literal and implied meanings, and what influence they have had.

  • Develop an understanding their own values and commitments, to shape their sense of identity and belonging

Through learning about behaviours, practices and forms of expressing meaning in different religious contexts, pupils will explore questions relating to their own beliefs and values, including: What does commitment mean to me? How can I show commitment? How can I demonstrate I have a good relationship with someone? What does a special place mean to me? These questions are intended to broaden pupil’s spiritual, moral, social and cultural development, and help them to identify their responsibilities to themselves and to others.

  • Appreciate and accept different beliefs, traditions and cultures that yield different ways of life and ways of expressing meaning.

Religious Education aims to expel misconceptions and challenge negative attitudes and stereotypes that can stem from ignorance. By educating pupils about the meaning and intentions of apparent differences in the way that people live, it promotes acceptance and appreciation. It also, provides opportunities for pupils to recognise similarities and common values. Pupils will be explicitly encouraged to display empathy, generosity and compassion whilst reflecting on and discussing their own values, beliefs and those of others.

  • Provide opportunities for pupils to ask questions and partake in discussion and debate in a safe environment.

When interpreting meaning and significance within the context of narratives, teachings and practices, pupils’ individual understanding and beliefs will be challenged and extended through discussion. Therefore, our lessons are built around opportunities for pupils to discuss their ideas, communicate their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues.

To enable this, the class teacher will work to establish classroom expectations and a culture of respect that fosters openness and trust amongst pupils. This will lead to the most rich and inspiring discussions between our pupils.


The RE curriculum will make a profound and positive impact on the outcomes of every child. The spiral structure enables us to return to core knowledge and skills throughout the course, embedding key practises and understanding.

Core knowledge of each unit is supported by a Knowledge Organiser which details the key learning points and vocabulary. This is adapted to suit the needs of SEN/D and EAL learners so that our curriculum is accessible to all.

We endeavour to create strong and appropriate links with other subjects to enhance the curriculum and learning experience, predominantly but not exclusively with maths, literacy, music, PSHE, topic and PE.


  • The impact of the RE curriculum will be assessed through both formative and summative assessment.
  • Lesson resources include frequent formative assessment that is embedded at the beginning (starter stickers), throughout (quizzes, teacher questioning and low-stakes-tests) and at the end of each lesson (true or false review quiz) to help children remember information.
  • Students also complete a summative assessment at the end of each unit. This consists of a multiple-choice quiz to check the retention of core knowledge.
  • This is followed by an ‘Assessment Challenge Task’ which allows students to demonstrate more in-depth learning of a wider variety of religeous knowledge. Tasks may include a continuous piece of written work summarising the knowledge they gained throughout the unit; or a parent presentation.
  • Pupil voice and book looks are important assessment tools. Teachers triangulate with the end of topic assessments and AFL opportunities to identify if children are working at the expected level for their age.




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