Our Essential Characteristics of Religiously Literate Pupils

An outstanding level of religious understanding and knowledge.

• A thorough engagement with a range of ultimate questions about the meaning and significance of existence.

• The ability to ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and

value of religion.

• A strong understanding of how the beliefs, values, practices and ways of life within any religion cohere together.

• Exceptional independence; the ability to think for themselves and take the initiative in, for example, asking questions, carrying out investigations, evaluating ideas

and working constructively with others.

• Significant levels of originality, imagination or creativity, which are shown in their responses to their learning in RE.

• The ability to link the study of religion and belief to personal reflections on meaning and purpose.

• A wide knowledge and deep understanding across a wide range of religions and beliefs.

RE Long Term Plan


God (Christianity)

God (Islam)

Being Human (Islam)

Additional unit – places of worship

Life journey (Christianity)

Life journey (Islam)

Y34Life journey (Christianity)

Additional unit – forgiveness


Community (Hinduism)

Being Human (Hinduism)
Y56Community (Islam)Being Human (Christianity)

God (Islam)

Additional unit – expressing belief through the arts



Community (Christianity)

Community (Islam)

Being Human (Christianity)

Additional unit – thankfulness

Additional unit – Creation & the natural world

Additional unit – Judaism


Community (Christianity)

Additional unit – what is a good life?

God (Christianity)


Additional unit – Judaism

Life journey (Hinduism)
Y56Being human (Islam)

Additional unit – pilgrimage

Additional unit – why do we celebrate?

Life journey (Islam)

Additional unit – ow valuable is religion today?


PSHCE Overview

RSE Curriculum

How we teach PSHE

PSHE education at Luddington & Garthorpe Primary places the learner at the centre of planning, learning and  assessment, taking into account local and universal needs, recognising, valuing and building on the  diversity and richness of the existing knowledge and understanding, skills, values and experiences  that they bring to their learning. 

All children learn within a planned, flexible,differentiated, developmental, assessed PSHE education  provision, enriched by and enriching the entire curriculum. PSHE education sets learning within ‘real  life contexts’ that affect children, young people, their families and their teachers. Learning is set  within a ‘healthy, ‘citizenship rich’ (1) extended, sustainable school’ modelling the behaviours and values that enrich and reinforce those taught through the programme. 

PSHE education enables children to make and action-informed decisions and take opportunities that  will help them live happy, healthy lives, now and in the future. It does this by providing compelling,  active learning that is enabling young people to develop the concepts, knowledge and skills to be  able to successfully manage themselves, their relationships, risk and the challenges and  opportunities, predictable and unpredictable, known and unknown that they may encounter.  Curriculum planning recognises all learning contexts provide opportunities to address an appropriate  balance of both personal wellbeing and economic wellbeing and financial capability. 

PSHE education has a strong ‘emotional dimension’ recognising that many life choices are based as  much on ‘what we feel’ as ‘what we know’. Provision is enabling young people to explore, compare  and clarify their values, and have them challenged. Life choices and decision-making are essentially  made on the basis of sound knowledge and access to accurate, relevant and unbiased information that learners make sense of with the support of their school, their parents and their community. 

Through a broad range of learning approaches including enquiry-based learning, PSHE education  contributes to the classroom and the school as ‘learning communities’ and supports teachers  operating as ‘reflective practitioners’. The dialogue within PSHE education lessons enables student voice to inform the planning of relevant, inclusive learning, appropriate pedagogy and ongoing  evaluation of PSHE education through a partnership between learners and teachers. This dialogue  informs curriculum development, school improvement and contributes to community cohesion. 

Through rigorous assessment for learning, and reflective practice, learners and their parents know  the progress they are making and the entire school community understands, recognises and values  the central and unique contribution PSHE education makes to realising Every Child Matters, to the  

‘three outcomes of education: successful learners, confident individuals and responsible citizens; to informing the ‘three big questions’: What are we trying to achieve? How do we organise learning?  How well are we doing? as well as enabling the school to meet its own unique aims and mission. 

Teaching in PSHE education is being informed by current research into how children learn, mental  health and wellbeing and learning theory ensuring classroom practice reflects researched ‘best  practice’ and our most up to date understanding of children and young people’s development. A  comprehensive framework of policies that have been produced and understood by the whole school  community supports PSHE education.