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Religious Education

At Steep, religious education (RE) is a highly valued academic subject that enables our children to understand how religion and beliefs affect our lives.  As a church school, the teaching of Christianity is an important part of our curriculum where we develop our pupils’ own thinking and understanding of the faith. We also teach about other faiths and world views, helping our children to hold balanced and well-informed conversations about religion and belief.  As a Hampshire school, we use the agreed Living Difference IV syllabus in conjunction with Understanding Christianity.

In order to fulfil this purpose, Steep’s RE has a balance between three disciplines:

  • Theology

This is about believing.  It looks at where beliefs come from, how they have changed over time, how they are applied differently in different contexts and how they relate to each other.

  • Philosophy

This is about thinking.  It is about finding out how and whether things make sense.  It deals with questions of morality and ethics.  It takes seriously the nature of reality, knowledge and existence.

  • Human/Social Sciences

This is about living.  It explores the diverse ways in which people practise their beliefs.  It engages with the impact of beliefs on in individuals, communities and societies. 

Intent, Implementation and Impact of Religious Education


  • To develop pupils’ abilities to connect, critically reflect upon, evaluate and apply their learning to their own growing understanding of religion and belief (particularly Christianity), of themselves, the world and human experience.
  • To develop children’s understanding of what religion is really like – Decolonise faith   
  • To enable pupils to know about and understand Christianity as a living world faith, by exploring core theological concepts.
  • To enable pupils to develop knowledge and skills in making sense of biblical texts and understanding their impact in the lives of Christians  


  • Teachers bring children first to attend to their own experience of particular concepts, before enquiring into related religious as well as non-religious ways of living, represented in Great Britain and beyond
  • Teachers use ‘Living Difference IV’ five step approach to enquiry in religious education: communicate, apply, enquire, contextualise and evaluate
  • Teachers plan and organise clear lessons which include a variety of experiences, questions, levels of depth, collaboration and independence  


  • Children have an informed understanding people’s beliefs, practices and ways of living
  • Children have skills in interpretation and in considering the ways in which people use texts within and beyond religious communities
  • Children recognise the diversity within the UK community
  • Children had developed attitudes and virtues of self-awareness, respect for all, open mindedness, appreciation and wonder

Long Term Plan

Living Difference IV