The R.E curriculum at Monkston is designed to promote the spiritual, moral, social, cultural, mental and physical development and well-being of pupils, following the Milton Keynes Agreed Syllabus. In religious education, pupils acquire and develop knowledge and understanding of Christianity and the principal religions represented in Britain.

An integrated approach is used to make stronger links between believing a faith and its texts and teachings, belonging to a faith and to other believers and behaving in a way that is required by the texts and teachings of each faith. RE is taught so that pupils not only have a secure grasp of these three areas and the links between them, but also to ensure that pupils have an opportunity to make their own responses and reflections to the learning that comes from a study of each of these key strands of religious practice. Throughout Key Stage 1, the focus is on Christianity and Judaism. Throughout Key Stage 2 there is a focus on Christianity, Islam and Hinduism and other faiths and world views where appropriate.

Throughout the R.E curriculum, pupils’ understanding of British values and global issues are capitalised on. RE involves exploring and appreciating different beliefs and practices; thus promoting mutual respect and tolerance of those of other faith. It explores morals, decision-making and learning about religious and ethical rules which enables pupils to explore rules of law within religion and our society. Pupils learn about authority, ethics, relationships, rights and responsibilities, which supports pupils’ understanding of individual liberty.

Examples of this are ‘Special celebrations’ in Year 1, which teaches children to be tolerant and appreciate the cultures and backgrounds of other faiths. In Year 5, the children look at ‘Global influence’ of religion, which allows children to reflect on the diversity of religions and beliefs throughout the world and their impact on communities.

Throughout the R.E curriculum, we explore the different characteristics of learning and deepen the children’s understanding of being inquisitive, resilient, cooperative, creative, resourceful and reflective. Through the use of core questioning, pupils are provided with opportunities to be independent learners, inquisitive, resourceful and cooperative as they acquire and deepen their religious understanding. The children are encouraged to become reflective learners as they interpret and evaluate religious belief and behaviour. At the end of each unit, they are given opportunities to explore their own ideas of identity, purpose and values, again reflecting on religious concepts.