RE

How do we teach RE in the Bursledon Federation?

At Bursledon Federation, our RE curriculum follows the Locally Agreed Syllabus Living Difference IV, enabling children to explore their own lives and the lives of others through thoughtful engagement with religious and non‑religious worldviews. Teaching is structured through the enquiry cycle—Communicate, Apply, Inquire, Contextualise and Evaluate—to help pupils connect personal experience with deeper understanding of key concepts and how these are lived within different traditions. Oracy underpins our approach, supporting children to articulate ideas clearly, listen respectfully and engage in reflective dialogue. Through progressive teaching of universal, shared and tradition‑specific concepts, pupils build secure knowledge of Christianity, other principal religions as well as having opportunities to reflect on their own and others’ views. By the end of Key Stage 2, children leave Bursledon as reflective, thoughtful learners who can understand and appreciate different ways of life and consider what may be valuable for themselves and for others in a diverse world.

The Bursledon RE Curriculum

Living Difference IV (locally agreed syllabus: Click here

Supported by the resource Understanding Christianity: Click here

EYFS curriculum link: EYFS Framework

Infant School Overview:

At Bursledon Infant School, Religious Education encourages children to explore a range of faiths within both the local community and the wider world, with a focus on Christianity in line with the principles of the Church of England. Children learn about Christian beliefs and practices today, including those of other denominations, and also study Hinduism to broaden their understanding of global religions. Our curriculum is shaped by the golden threads of love, special, belonging, and community, helping children to reflect on their own values while developing respect and empathy for others.

Junior School Overview:

At Bursledon Junior School, our RE curriculum provides a broad and inclusive foundation, allowing pupils to explore Christianity—taught in line with the principles of the Church of England—as well as other Christian denominations and world faiths including Judaism and Islam. Through the golden threads of love, community, belonging, and special, children are encouraged to reflect on key values and deepen their understanding of religious traditions and practices. The curriculum promotes spiritual growth and development, helping pupils to extend their own sense of values while learning about worship, sacred texts, festivals, and the role of religion in people’s lives.

RE Medium Term Planning example: Click here

RE Knowledge Organiser example: Click here

What does a Bursledon RE expert look like?

A Bursledon RE Expert is a thoughtful, respectful and inquisitive learner who thinks, talks and reflects like a religious‑education scholar. They use their understanding of concepts, worldviews and lived experiences to ask meaningful questions, explore diverse beliefs and values, and consider what it means to live well individually and collectively.

Thoughtful questioner – asks perceptive, open‑ended questions about life’s meaning, beliefs, practices and values, engaging with concepts central to Living Difference IV.
Respectful communicator – uses strong oracy skills to express ideas clearly, listen attentively and participate in reflective dialogue, in keeping with the syllabus’ emphasis on classroom discussion and shared enquiry.
Concept explorer – understands and works confidently with A concepts (universal human ideas), B concepts (shared across traditions) and C concepts (distinctive to particular religions), showing secure progression across the curriculum.
Enquiry‑driven learner – uses the LDIV enquiry cycle to connect personal experience with deeper study of religious and non‑religious worldviews, building understanding through Communicate, Apply, Enquire, Contextualise and Evaluate.
Reflective evaluator – thinks carefully about what may be valuable in their own life and the lives of others, reflecting LDIV’s purpose of helping children discern what is desirable for living well individually and collectively.
Knowledgeable worldview investigator – speaks confidently about Christianity (studied in every key stage) as well as other principal religions and non‑religious perspectives included in the syllabus, showing curiosity and informed understanding.
Empathetic and open‑minded learner – approaches different beliefs respectfully, recognises diverse ways of living, and considers how these shape people’s choices, identities and actions.