Learning Religious Education 

At Foxes Piece School, we believe it is important to have a Religious Education curriculum which is carefully crafted to impart knowledge and appreciation of the principal religions in Great Britain, with a special focus on our local community. Aligned with our school's overarching vision and values, this programme plays a vital role in shaping the character of our students. It seamlessly integrates with other curriculum areas, particularly Personal, Social, Health, and Education (PSHE), contributing to the personal development of social awareness and understanding among our students. 

We actively foster a culture of inquiry, encouraging our students to ask questions about the world and to reflect on their own beliefs, values, and experiences. This reflective process not only promotes critical thinking but also contributes to the personal growth of each student. 

As part of our commitment to fostering well-rounded individuals, we actively include and promote British values, ensuring that our students are aware of their rights and responsibilities as UK citizens. Our journey in RE goes beyond the textbooks, nurturing an environment where curiosity is celebrated, cultural awareness flourishes, and each student is empowered to actively engage with the world around them. 

We follow the 'Plan Bee' scheme of work, aligning it with 'The Buckinghamshire Agreed Syllabus for Religious Education (2022-2027)'. This approach, emphasising inquiry-based learning, aims to foster children's critical thinking skills, increase their motivation to learn, and enhance their knowledge and understanding of various religions. We believe in providing an environment where children can make their own choices and decisions regarding religion and belief. 

The teaching of Christianity is integrated into every year group, following the progressive structure outlined in 'The Buckinghamshire Agreed Syllabus for Religious Education (2022-2027)'. Additionally, Buddhism, Hinduism, Islam, Judaism, and Sikhism are covered across the year groups, with interconnected links throughout the curriculum. Our goal is not to persuade but to inform, nurturing the skills necessary for thoughtful evaluation. 

These religions and worldviews will be explored in an educational context appropriate to the experience of the age group and addressing three broad core questions through a number of enquiries: