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The Piggott School

A Church of England Academy

Religious Education


The Piggott School RE and PSHE Department educates, inspires and engages students to be lifelong, reflective learners who embrace the school’s vision from Luke 10: 25 – 37 to ‘go and do likewise’. Students become literate in moral, ethical and religious views of the ever-changing, present day. Students learn in an atmosphere that promotes advocacy for others alongside personal spiritual growth, and as such, they go on to lead a life in all its fullness

Curriculum Aims

1. Nurture the attitudes of students so they become life-long Reflective Learners

2. Instil an eagerness and create opportunities for students to be Courageous Advocates, championing wider ethical and social issues

3. Enable the students to grow as Critical Thinkers through philosophical and theological analysis, evaluation, discussion, and debate

4. Facilitate opportunities to be Good Samaritans, showing love and compassion to those around them within the RE and PSHE curriculum setting

5. Consolidate content knowledge and development of exam skills with Department consistency

6. To become a local leader in the Teaching and Learning of the new PSHE & RSE statutory framework 

Curriculum Intent

Our curriculum intent is founded on the Church of England Religious Education Statement of Entitlement for Church Schools and the Pan-Berkshire Agreed Syllabus for Religious Education 2018-2023.

Religious Education at The Piggott School engages pupils in a rich, intellectual discourse about religious and non-religious traditions that have shaped Great Britain and the world. Pupils study the six major world religions, non-religious world views such as Humanism and alternative religions.  Pupils understand that in many areas of community life they are outsiders that need to understand how insiders might view their religion or world view and how that impacts their wider community.

Religious Education enables students to use a multi-disciplinary approach to tackling significant human questions of believing, behaving and belonging (as outlined in the Pan-Berkshire syllabus). Pupils use this to reflect on their own world view and meaning to life, and how that impacts their life and window into the world. Pupils are taken on a learning journey that involves substantive, multi-disciplinary and personal knowledge.  This makes RE a unique learning experience across the curriculum.

In line with the requirements of a Church of England school, pupils learn and understand Christianity as a diverse global living faith through the exploration of core beliefs and practices using an approach that critically engages with biblical text and the diversity within Christianity.

Religious Education is an open-minded, big-hearted subject that promotes a tolerant yet rigorous discussion of religious and non-religious views on theological, philosophical and sensitive moral issues. Pupils can personally reflect on and critically evaluate these views in a safe environment.

RE is taught with a strong emphasis on social advocacy and championing others, we incorporate topics and activities that enable pupils to flourish as reflective advocates in a modern, diverse Britain. RE contributes to the cultural capital of every pupil in the school and plays a major role in The Piggott Schools’ spiritual, social and moral development programme. We want to give pupils from Year 7 to 13 opportunities to ‘go and do likewise.’

In other words:

  • We want to facilitate reflection opportunities for our students in every lesson - on their learning, progress and themselves, within our curriculum with a consistent approach across all types of assessment and topics. This will encourage our students to take more ownership and responsibility for their own learning. Reflection and peer/self-assessment activities in lesson will help students to grow to become independent learners and critical thinkers.
  • We want to promote the importance of social advocacy, be imaginative in how we incorporate it into our SOWs and extra-curricular activities, and take a school lead on managing/initiating student engagement in wider issues
  • We want to develop our outstanding RE teaching and learning practices of GCSE exam skills throughout KS3 and KS4, develop a consistent approach to lesson planning, homework and exam style assessments and feedback, make use of internal and external CPD, incorporate ‘creative and challenging’ activities into most lessons, and help students achieve their full potential at GCSE exams.
  • Develop our new model of PSHE teaching and learning practices, be creative in how we incorporate RE and PSHE, and take a lead on a local/national level.

How RE at The Piggott School reflects the Church of Englands Statement of Entitlement:

Religious Education at The Piggott School meets the criteria laid out in the ‘Statement of Entitlement’ by the Church of England because:

  • RE is taught to every pupil from Year 7 to Year 11
  • Every pupil receives 2 hours of RE per fortnight from Year 7 - 9 with 4 hours per fortnight in year 10 to allow for early exam entry. Year 11 pupils also receive 2 hours a fortnight.
  • All students take full course GCSE RE at the end of Year 10.
  • OCR A Level Religious Education is part of the A Level provision at The Piggott School
  • All A Level students receive 1 hour per fortnight of statutory RE, organised by the school’s SMSC lead.
  • The RE curriculum is sequenced in a way that allows students to master the core skills and deep, substantive religious knowledge over the 5 years.
  • The curriculum provides a rich discourse on a range of religions, including Christianity, Islam, Buddhism, Sikhism, and non-religious worldviews, such as Humanism.
  • Units on the beliefs, attitudes and practices of Christianity are embedded into every year group so that pupils develop an excellent understanding of Christianity as a diverse global living faith.
  • We teach 2 distinctively Christian units in Year 7 - The Good Samaritan and the Life of Jesus. In year 8, pupils are introduced to Christian philosophical ideas on the existence of God, they contrast Christianity with Buddhism and Sikhism, and understand how other ‘alternative’ religions helped develop Christian thinking. Moreover, Year 8 pupils also study the ethics of Christianity related to animal rights, and put Jesus on trial. Year 9 pupils study the GCSE units of Christianity Beliefs and Christianity Practices, and Year 10 students understand the diverse Christian responses to issues of relationships and life and death.
  • In Year 7 pupils are introduced to the Biblical text, and it is used throughout the KS3 and GCSE lessons.
  • The RE Curriculum is intrinsic to the establishment of the school’s Christian vision as we begin Year 7 with a unit exploring The Good Samaritan story - in its context for pupil’s individually, collectively and creatively
  • The RE curriculum is embedded with ample opportunity for social advocacy and reflection, as seen in the SOWs and curriculum implementation document
  • The curriculum is well-balanced, pupils understand the difference and develop skills and knowledge in philosophy, theology and ethics
  • Pupils have access to a wide range of professional resources, including: KS3 Explore RE Hodder textbooks, Biblical Literacy Hodder textbooks, the Miracle Maker DVD, AQA GCSE textbooks, 3 different OCR textbooks and an in-department wider reading library.



Pan Berkshire Agreed Syllabus:

Church of England statement of Entitlement on Religious Education: