At Earlsmead, we aim to ignite a curiosity to learn about religions and world views that will help children understand different faiths and beliefs beyond their own. We help pupils to develop knowledge of major world religions and world views and to develop the understanding and skills to engage them personally, respectfully and with compassion. Children develop an understanding of the place that religion plays in people’s lives so that they can engage in life in an increasingly diverse society. The school has a very diverse community so we also focus on similarities and differences between religions so we can nurture understanding and respect of each others' beliefs. 

Where parents request that their children be withdrawn from the teaching of religious education, we will ensure this is not due to misunderstanding of the curriculum, before making appropriate educational provision for them. 

Harrow is one of the most religiously diverse boroughs in the country. We use the Harrow Agreed Syllabus and Discovery RE as our scheme of work as they reflect this diversity and have an enquiry-based approach to teaching and learning. Wherever possible, we make meaningful links with other subjects in the curriculum, SMSC and British Values. 

Christianity is taught in every year group, with Christmas and Easter building on knowledge and understanding in a progressive way year on year. Buddhism, Hinduism, Islam, Judaism, Sikhism, Jainism, Zoroastrianism and Baha'i are also covered. Non-religious views are represented by the inclusion of Humanism. 

Lessons are taught weekly with an enquiry question posed for each half-term. Through discussion, research and questioning, conclusions are drawn at the end of the unit of work. The lessons build on what has been learnt previously through a coherently sequenced programme that reflects the local area.  

We welcome visitors to school to enhance the curriculum and visit local places of worship whenever possible. Children often share their own experiences with their teachers and peers which supports real life examples and experiences. 

Where topics include specific knowledge, pupils carry out Proof of Progress (POP) quizzes at the start of each lesson during the term to check knowledge is being retained. A POP task at the end of the unit brings together all the knowledge learnt and celebrates their successes. Sometimes these POP tasks are reflective, asking the children to think about what they have experienced and how they demonstrate this in their own lives.