Religious Education: What does it look like?

A Rich and Varied Approach to Teaching and Learning in Religious Education

At St Patrick’s, we have carefully designed our bespoke Religious Education curriculum to incorporate a wide range of teaching and learning strategies that deepen pupils’ religious knowledge, understanding and theological thinking. Our approach is rooted in the Religious Education Directory (RED), ensuring that learning experiences are purposeful, progressive and closely aligned with the knowledge, expected outcomes and ways of knowing within each branch. We recognise that children develop a deeper understanding of religious concepts when they have opportunities to explore, question, discuss, investigate and apply their learning in meaningful contexts.

Role play and drama are used throughout the RE curriculum to bring Scripture to life and deepen pupils’ understanding of significant biblical events, people and teachings. By taking on the roles of biblical figures, pupils explore their actions, motivations and responses, helping them to interpret the meaning of Scripture rather than simply recall events. For example, dramatising the events of Holy Week enables pupils to explore the significance of Jesus’ sacrifice, while reenacting parables helps them understand the deeper messages within Jesus’ teaching.

Presentations, discussions and debates provide opportunities for pupils to develop religious literacy, articulate their understanding and engage in increasingly sophisticated theological thinking. Children present their learning using accurate religious vocabulary, explain connections between Scripture and Catholic beliefs, and respond to challenging questions. Debates encourage older pupils to consider different viewpoints, justify their interpretations and apply Catholic teaching to moral and ethical questions. These approaches are particularly important in developing the RED ways of knowing, enabling pupils to understand, discern and respond to religious knowledge.

Visits to St Mary’s Church are carefully linked to specific RE curriculum content and provide opportunities for pupils to consolidate and extend their classroom learning. Exploring the church building, altar, font, tabernacle, Stations of the Cross and other sacred objects supports pupils in understanding the theological significance of religious symbols and practices. These experiences are particularly valuable when studying Baptism, the Eucharist, the sacraments and the liturgical year. Pupils are encouraged to make connections between Scripture, Catholic beliefs and their expression through religious rites and traditions, strengthening their understanding of the knowledge taught within the curriculum.

Guest speakers, including our parish priest and an RAF chaplain, enrich the RE curriculum by providing expert knowledge and opportunities for deeper thinking of challenging religious concepts. Through carefully planned questions and discussions, pupils explore religious vocations, the role of the priesthood, chaplaincy, discipleship and the application of Catholic teaching in different contexts. These encounters enable children to extend their understanding of religious concepts, clarify misconceptions and make connections between classroom learning and the beliefs and practices of the Catholic Church.

CAFOD resources and educational activities support the teaching of Catholic Social Teaching within RE, allowing pupils to explore theological concepts such as human dignity, stewardship, solidarity, the common good and the preferential option for the poor. Pupils investigate how these principles are rooted in Scripture, examining relevant biblical teachings and considering their implications for moral issues, today. This provides meaningful opportunities for pupils to apply religious knowledge, evaluate ethical questions and demonstrate a deeper understanding of how Catholic teaching informs moral decision-making.

Our Nature School and outdoor learning are used as purposeful teaching strategies within RE, particularly when studying Creation and Covenant. Direct experiences of the natural world provide opportunities for pupils to explore the theological understanding of God as Creator, examine the biblical accounts of creation and consider humanity’s responsibility for stewardship. Practical exploration, observation and reflection help children connect abstract religious concepts with tangible experiences, developing their understanding of creation as a gift from God. As pupils progress, these experiences provide a foundation for more complex discussions around covenant, responsibility and care for creation.

Arts Week provides opportunities for pupils to explore and interpret religious knowledge. Learning linked to Holy Week and significant Bible stories enables pupils to investigate the theological meaning of events, religious symbolism and the representation of Scripture in different artistic forms. For example, exploring parables and presenting interpretations through are supported a deeper understanding. 

Throughout our curriculum, these teaching and learning strategies are carefully selected to support the specific knowledge and expected outcomes of each RE branch. They are not additional activities but integral parts of our planned teaching sequence. Teachers use structured questioning, retrieval practice, discussion, modelling and regular assessment to establish what pupils know, identify misconceptions and deepen understanding. Opportunities to revisit key concepts and vocabulary across year groups ensure that pupils build increasingly secure and connected religious knowledge.

Our approach also ensures that all pupils, including those with SEND and pupils within our Resourced Provision, can access ambitious religious learning. Practical resources, Widgit symbols, Makaton, multisensory experiences, role play, outdoor learning and adapted communication approaches remove barriers to understanding while maintaining the theological focus of each lesson. Children are supported to demonstrate their religious knowledge through speech, writing, signing, visual representations, practical responses or augmentative and alternative communication.

Through this carefully structured and varied approach, we ensure that RE is intellectually challenging, engaging and accessible. The impact is seen in pupils’ growing ability to recall and explain religious knowledge, use theological vocabulary accurately, interpret Scripture, make connections across the curriculum and respond thoughtfully to questions about Catholic belief and teaching. Our intention is that pupils move beyond simply knowing religious facts to developing a deep and coherent understanding of the Catholic faith, in accordance with the expectations of the Religious Education Directory.