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Religious Education

It is our civic duty and responsibility to deliver a well rounded Religious Education. At Caedmon, we aim to educate and inform our pupils about a variety of religions, making them aware of their position as important global citizens. A successful and enlightening RE curriculum should teach our children to be both accepting and intrigued by other people’s religious backgrounds. If a child is passionate about their particular religion, the teaching should reflect that and afford them the opportunity to present their enthusiasm to their peers. 


Religious Education at Caedmon Primary School


Becoming aware and respectful of other religions and cultures is of paramount importance in modern Britain. It is our school’s responsibility to teach a balanced curriculum, which addresses misconceptions and misrepresentations of different religions. The curriculum mirrors that of the Gateshead Agreed Syllabus, in which Learning Intentions are divided across terms. This ensures that teachers are delivering an expansive and high quality curriculum, whilst engaging the children with exciting hooks for learning.


Our Approach


In line with British Values, we place respect and tolerance at the forefront of delivering the Religious Education curriculum. We seek to let children be the experts on the subject and where appropriate, present different parts of sessions. This affords the child the opportunity to ‘be the teacher’ and embed their understanding through responding to questions. Other children enjoy being taught by their peers, and this creates a language and conversational rich learning environment. Visitors to the school are also prevalent, particularly community links with local Churches and Mosques. Teachers seek to engage the children with props, and ICT hooks, including apps on the school iPads.


British Values


RE is one of the key subjects to allow in-depth exploration of British Values. In short, through learning about a wide range of different belief systems, there is ample opportunity to discuss how individuals, as citizens, have the legal right to hold their own faiths or beliefs (or indeed none at all). Learning to recognise prejudice and how it can lead to discriminatory behaviour is a regular part of RE teaching. It is addressed in a number of ways, such as careful planning of the topic at hand, a high-quality understanding of the backgrounds of children in each class and through ensuring children see discrimination (should there be any inadvertently displayed)  being challenged in a rigorous yet civil manner.


It is only natural that children may struggle to put some ideas about faith and individual beliefs into the proper context due to a huge variety of factors, many of them beyond our control - not least the influence of the media. At Caedmon, we believe that children leave our school with the ability to think critically in order to make their own decisions about their beliefs and be rational enough to understand the need to respect other people who may believe something different to themselves, recognising the benefits of variety that a multi-cultural society brings.


Withdrawing Children from Religious Education


Parents are entitled to withdraw their child from Religious Education and/or any services held as part of school's role within the wider community, such as the Christmas carols celebration held annually in a local church. It may be worth noting, children are never compelled to 'take part' in any religious aspects of such events even if they are in attendance.


If you wish to withdraw your child from Religious Education, or from religious services, please inform the Head Teacher. The responsibility to deliver any aspects of Religious Education would then fall on you as parent/carer.




Religious Education is not a ‘core subject’ like Maths and Literacy. Children are taught skills from the National Curriculum. Teachers will use questioning, written work and presentations to assess how well these skills have been attained. Teachers use informal assessments to inform their planning and to plan next steps for children. 


Subject Leader: Mr Minett