Our pedagogy in RE seeks to cultivate reflective, open-minded, and ethically aware learners. Through rich dialogue and meaningful enquiry, pupils at Pear Tree Mead develop the knowledge, skills, and dispositions to engage confidently with a diverse and ever-changing world.

Our approach nurtures respect for different beliefs and perspectives, encouraging pupils to value the dignity and voice of others. It builds resilience by supporting learners to explore challenging questions and respond thoughtfully to complex ideas. Through guided reflection and exploration, pupils strengthen their self-belief, recognising their capacity to form and articulate their own values. A spirit of inquisitiveness drives their learning, fostering curiosity about the wider world and the diversity within it. Ultimately, this leads to a sense of aspiration, inspiring pupils to contribute positively and purposefully to their communities and beyond.

 

Through active learning and reflection, children learn both about religion and from religion — developing respect for diversity and deepening their understanding of themselves and others within our multi-faith and multi-cultural society.

We see RE as a space where children can ask big questions about life, meaning, and morality. The subject encourages pupils to think deeply, appreciate difference, and respond thoughtfully to complex issues of belief, identity, and belonging. Our teaching fosters open dialogue, promotes thought and discussion about what is true/false and right/wrong, and prepares pupils to navigate the wider world with respect, confidence, and compassion.

 

Pedagogical Principles

RE at Pear Tree Mead is rooted in the following pedagogical principles:

1. Enquiry-led learning:
   Each unit begins with a key question that encourages investigation, reasoning, and discussion. Pupils explore philosophical, theological, and human/social questions through stories, artefacts, visits, and dialogue.
2. Learning about and from religion:
   Children gain factual understanding of key beliefs, rituals, and festivals, while also reflecting on personal meaning, values, and shared human experiences.
3. Active and experiential learning:
   Lessons include drama, role-play, storytelling, art, music, and visits to places of worship. Children learn through doing, seeing, and sharing, which deepens both knowledge and empathy.
4. Spaced Practice:
   Learning builds cumulatively across year groups. Pupils revisit key ideas — such as belonging, celebration, and belief — with increasing depth and sophistication.
5. Dialogue and reflection:
   Structured talk, group enquiry, and time for reflection help pupils articulate their understanding and respect differing viewpoints. Reflection is integral, encouraging children to connect learning to their own lives.
6. Inclusivity and representation:
   Teaching reflects the diversity of our school community. Every child’s background and worldview is valued and respected. Lessons promote equality, tolerance, and inclusion, aligning closely with our PSHE and “No Outsiders” curriculum. There are links to the SMSC elements that are throughout RE and the wider curriculum.

Curriculum Implementation

Our curriculum follows the Essex SACRE guidance devised by Saffron Academy Trust (SAT) and is framed around three disciplinary lenses:

• Theology – exploring beliefs and sacred texts (thinking through believing)
• Philosophy – investigating meaning and truth (thinking through thinking)
• Human/Social Science – understanding lived experience (thinking through living)

Teachers use these lenses to plan enquiry sequences that blend knowledge, reasoning, and reflection. Pupils engage in comparisons, investigations, and creative responses that make RE relevant to their lives.

Learning experiences include:

• Handling and interpreting religious artefacts
• Reading and responding to sacred stories
• Discussing moral dilemmas and big questions
• Visiting places of worship and meeting faith representatives
• Creating art, drama, or digital presentations to express learning

 

 

Assessment

At Pear Tree Mead Academy, we use ongoing summative assessment throughout the year to track children’s progress in RE. After units of learning, teachers assess what pupils have understood and remembered about key beliefs, stories, and concepts, as well as how well they can reflect on and respond to the deeper questions explored in lessons.

Assessments are based on the work completed for the assessment task and discussions throughout the unit.  Teachers use this information to identify next steps in learning, celebrate progress, and ensure that all pupils are developing their knowledge and understanding of different religions and worldviews over time. This approach allows us to monitor progress across the school and to ensure that RE teaching remains engaging, inclusive, and meaningful for every child.

 

Pedagogy in the Early Years

In Reception, RE is woven into Understanding the World and early personal development. Learning is play-based and experiential, introducing children to the idea of special people, places, stories, and religious celebrations. Teachers use story, song, and discussion to nurture curiosity and respect.

 

Inclusion

RE is accessible to all learners through scaffolded tasks, varied resources, and flexible grouping. Teachers adapt lessons to ensure all pupils — including those with SEND, EAL, disadvantaged or exceptional abilities — can participate meaningfully.

 

Pedagogical Aim

Ultimately, our pedagogy in RE seeks to cultivate reflective, open-minded, and ethically aware learners. Through rich dialogue and meaningful enquiry, pupils at Pear Tree Mead develop the knowledge, skills, and dispositions to engage confidently with a diverse and ever-changing world. Our approach nurtures respect for different beliefs and perspectives, encouraging pupils to value the dignity and voice of others. It builds resilience by supporting learners to explore challenging questions and respond thoughtfully to complex ideas. Through guided reflection and exploration, pupils strengthen their self-belief, recognising their capacity to form and articulate their own values. A spirit of inquisitiveness drives their learning, fostering curiosity about the wider world and the diversity within it. Ultimately, this leads to a sense of aspiration, inspiring pupils to contribute positively and purposefully to their communities and beyond.