Religious Education

Here at Ludwell, we ensure that the RE we teach not only has meaning and relevance to the children’s lives, but is also a thought provoking, lively and stimulating experience. 

As a community school, children are taught about a wide variety of faiths and are encouraged to make their own decisions about how they would like to live their lives and what personal belief system they would like to follow. Children enjoy exploring faiths and cultures such as Christianity, Judaism, Hinduism and Islam. Children consider the influence of the teachings of different faiths on their followers as well as responding to the big questions of life from their individual viewpoints, thereby developing their understanding, tolerance and respect for the beliefs of others.


At Ludwell Primary School, we believe that it is important for all our pupils to learn from and about religion, so that they can understand the world around them. The aim of Religious Education in our school is to help children to acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain; to appreciate the way that religious beliefs shape life and behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development.

Religious Education is taught throughout the school in such a way as to reflect the overall aims, values, and philosophy of the school, through topics such as Justice and Freedom and Heroes/ Heroines in everyday life.

It plays an important role, along with all other curriculum areas, particularly PSHE, in promoting social awareness and understanding in our children. We encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences. We include and promote British values, ensuring that children are aware of their rights and responsibilities as UK citizens.

Our curriculum is designed to encourage creativity, imagination, enquiry, debate, discussion and independence.



We use the Agreed Syllabus for Wiltshire as the basis for our RE curriculum. We also use Understanding Christianity and Discovery RE. 

At Ludwell, it has been agreed that having taken into account the requirements and guidelines presented in the Agreed Syllabus, the following religions have been selected for study: 


  • Christianity
  • Islam
  • Judaism
  • Hinduism  
  • Buddhism
  • Sikhism

 From the syllabus it is required that:-

In the Early Years Foundation Stage the learning outcomes are referenced to Christianity and as appropriate to a range of other beliefs and cultures

  • KS1 - Christianity is studied (and one other principal religion in some depth)
  • KS2 – Christianity is studied (and two other principal religions in some depth)

There are no presumptions made as to the religious backgrounds and beliefs and values of the children and the staff.  We value the religious background of all members of the school community and hope that this will encourage individuals to share their own experiences with others freely.  All religions and their communities are treated with respect and sensitivity and we value the links, which are, and can be made between home, school, and a faith community.  We are extremely lucky that members of the local church, St John's, regularly visit our school to carry out assemblies.

We acknowledge that each religion studied can contribute to the education of all our pupils.  We promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible for both staff and children. 



The children at Ludwell Primary enjoy learning about other religions and why people choose, or choose not to follow a religion. Through their R.E. learning, the children are able to make links between their own lives and those of others in their community and in the wider world, developing an understanding of other people’s cultures and ways of life. By the time children leave Ludwell Primary to move onto the next phase of their education the impact of their RE education will be that:

  • Children will have a stronger awareness of the world around them and will be mindful of the beliefs of others.
  • Children will feel they are valued as individuals and that their beliefs are valued and celebrated.
  • Enjoyment of the R.E. curriculum will promote creativity, achievement, confidence and inquisitive minds.
  • Children feel safe to learn new things and share their beliefs with others in an accepting environment.
  • Children leave the school with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.

Assessment in religious education

The Agreed Syllabus for RE (2016) is a significantly slimmed-down version of the previous syllabus; this is deliberately so, to enable teachers and learners to focus on fewer things in greater depth.

The system of assessment for RE should be the same for all the other curriculum subjects. You can view the end of key stage statements which list what a child should be able to do at different points in their education in relation to RE. 

St Ludwell, we assess RE using the following descriptors:

The 3 ‘w’s of ‘working towards’, ‘working at’ or working beyond’, to achieve ‘mastery’.

The end of Key Stage statements describe the knowledge, skills and understanding expected of a pupil who has a secure understanding of what has been taught.  The KS2 statements develop and build on the standards expected by the end of KS1 which in turn have evolved from EYFS (Reception Year) expectations. These statements support the assessment of progression and attainment. They help to raise standards by providing teachers of the next key stage with information about what most pupils know, understand and can do so that they can then build the next stage of the pupils’ learning journey. The idea is that at each phase, pupils will deepen their knowledge and understanding of the essential core ideas and practices of the religions and beliefs being studied and that this is shown in the development of their abilities to interpret, apply and evaluate those ideas and practices.  

This agreed syllabus does not suggest that the end of Key Stage expectations are all that is taught, only that they form the core of what is assessed.  

The key content (knowledge) for each faith is detailed in the statutory section.  It will be up to your child's teacher to say how well the pupil has shown their knowledge and understanding and what form of words express this, e.g. ‘needs more practice at…’, ‘is working towards an understanding of…’, ‘has shown clear and repeated understanding of…’, ‘has secured and is ready to master their understanding of…’, etc.

The importance of religious literacy - the knowledge of, and ability to understand, religion - is increasing as globalisation creates greater links and migration between societies of different faiths and cultures. At Ludwell, we use assessment in RE to enable teachers to be confident that their pupils are developing religious literacy through the provision of sequential learning, driven by age-appropriate expectations. Learning is based on an enquiry approach, whilst also taking account of the theology of the faith community studied (or equivalent for non-religious worldviews). Engaging with the big concepts of religion will take pupils deeper into their learning than just exploring random key questions.

 End of KS1 statements RE.pdfDownload
 End of KS2 statements RE.pdfDownload
 Intent, Implementation, Impact.docxDownload
 RE Progression of Skills 2019.docxDownload
 Skills Ladder RE.pdfDownload
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