At Gastrells we strive to provide the children with an enriching RE curriculum, offering opportunities for intellectual challenge and personal enrichment.


Our objectives in the teaching of Religious Education are allow children to:

  • Learn about religions and beliefs in local, national and global contexts, to discover, explore and consider different answers to these questions
  • Ask challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human
  • Developing an attitude for dialogue so that they can participate positively in our society, with its diverse religions and beliefs


At Gastrells, we endeavour to offer children an enquiry-based curriculum. This means that RE is taught through discrete lessons, targeted to deliver the learning aims and objectives set out in the Gloucestershire syllabus, as well as cross curricular activities set out to expand their critical thinking and understanding of the world. We encourage all staff to have resource rich lessons, inspiring the children to immerse themselves in their learning. Alongside this, Gastrells teachers are encouraged to lead their lessons by using the key questions provided by the syllabus to form the structure of their enquiry-based teaching.

Our curriculum planning is in three phases (long-term, medium-term and short-term). Our long-term plan maps the RE topics studied in each term during each key stage. The subject leader co-ordinates this plan in conjunction with teaching colleagues in each year group. Cross curricular links with other subjects are used where possible.

We use the Gloucestershire RE syllabus as the basis for our plans. This gives details of what skills and areas must be covered in each year group. The subject leader reviews these plans on a regular basis. In this way, we ensure that children cover as much of the Gloucestershire syllabus, as possible.


Through our intent and implementation, children should be able to:

  • Make connections

Evaluating, reflecting on and connecting the beliefs and practices studied; allowing pupils to challenge ideas studied, and the ideas studied to challenge pupils’ thinking; discerning possible connections between these and pupils’ own lives and ways of understanding the world.’

  • Understand the impact

Examining how and why people put their beliefs into action in diverse ways, within their everyday lives, within their communities and in the wider world.’

  • Make sense of beliefs

Identifying and making sense of core religious and non-religious beliefs and concepts; understanding what these beliefs mean within their traditions; recognising how and why sources of authority (such as texts) are used, expressed and interpreted in different ways, and developing skills of interpretation.’

(Gloucestershire Agreed Syllabus for RE 2017-2022)