“Every time you break down that narrative of otherness, the narrative of togetherness grows.” Brendan Cox, husband of MP Jo Cox.

The teaching of RE at Chilton will:

  • Enable pupils to be equipped with knowledge and understanding of a range of religions and worldviews
  • Enable pupils to flourish as citizens in a pluralistic and global community
  • Enable pupils to understand their own worldview and how that affects their view of the world
  • Promote spiritual, moral, social and cultural development
  • Prevent extremism and radicalisation

Students at Chilton are predominantly from a white, Church of England or non-faith based background. Exposure to other cultures is sometimes minimal. Consequently, it is our intention that our RE curriculum, in line with DFE guidance, seeks to ‘reflect that the religious traditions of Great Britain are in the main Christian whilst taking account of the teaching and practices of the other principal religions represented in Great Britain’.

We feel it is important that our children are given a good exposure to and understanding of other religions and religious practices to their own so that they become respectful and tolerant of individuals of all faiths and are well prepared to demonstrate these qualities- whether they remain in the local area in the future or move to an area with greater religious and cultural diversity.

We feel strongly that our curriculum should, as far as possible, ensure that pupils from disadvantaged backgrounds should not feel a deficit in ‘cultural capital’ and the way we plan our curriculum should seek to fulfil this ambition at every opportunity.

We believe the RE curriculum affords an opportunity for our children to reflect on values; whether they be their own values, school values, British values or the values linked to a religion and to understand and be respectful of the fact that people may have differing values.


The RE curriculum is taught through blocked weeks, across the year. This allows children to study in depth across a short period and develop a greater understanding of the knowledge and skills taught. It also allows for easier moderation and evaluation of skills development throughout the school. We seek to share learning between year groups during RE week, to foster a deeper understanding.

We wish to give children the chance to share their work with an audience, therefore opportunities will be sought for children to display their work for parents and a wider audience. This is intended to develop children’s confidence, foster respect for different religions and cultures amongst our parents, give purpose to the pupils learning and offer them the chance to develop their oracy skills by talking to people about their work in RE.

To ensure that Suffolk Agreed Syllabus requirements are met, RE is taught using Emmanuel Project. All units follow an enquiry-type model and offer a breadth of options to make them more flexible within the age-range being taught and to help meet the needs of a particular class. The planning lends itself to delivery in many different ways and includes suggestions for alternative resources.  At the start of each unit, there is an overview which guides teachers to further resources which support subject knowledge that they will require to successfully teach the units.



  • Children have a knowledge of religious beliefs and figures and how they have shaped the world and their daily lives.
  • Children enjoy RE lessons and are motivated to learn about other’s beliefs.
  • Increased religious awareness not only helps our children understand the world but also understand each other.
  • Teacher assessment is collected and analysed and is used to inform planning.
  • Pupil book study and children’s work shows coverage and progression.


As a parent or carer, you have the right to withdraw your child from RE. However, the school would discourage this. RE is an inviting and academic subject. We are not teaching it in a cohesive way, being religious and encouraging your child to be religious or not. Religious education provokes challenging questions about the ultimate meaning and purpose of life, issues of right and wrong and what it means to be human.