During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.

The curriculum should provide opportunities for pupils to:

Encounter people from different religious, cultural and philosophical groups, who can express a range of convictions on religious and moral issues, where possible

Get other people into your classroom to talk about their faith/belief positions and why these are important to them. You will have access to the most amazing resource - people - in your locale. These might include other students, parents, other teachers, governors and members of the local community (including young people). ICT can play an important role in capturing these opportunities to use at a later date.

• The NATRE children talking database - link
• REonline People of Faith - link

Visit places of major religious significance, where possible

Visits are a key part of the curriculum as part of the Learning Outside of the Classroom agenda (LoTC). It is a good aim to get at least one visit in in the year this could be as a whole day, combined with another subject, or using local places for short visits. ICT can be very effective in developing and recording visits.

• The Learning Outside the classroom project - link
• The Sacred Spaces project - link
• The RE Trails project - link

Use ICT to enhance understanding of religion

ICT is a key skills and teachers should seek to explore how they use ICT to enhance teaching and learning and how the pupils can use ICT to develop their learning and their presentation and evidence of learning.

• BECTa's support materials for RE - link
• The Next Generation Learning project - link
• Me, Myself and I support pages - link
• Better RE - using ICT - link

Discuss, question and evaluate important issues in religion and philosophy, including ultimate questions and ethical issues

This could be an opportunity to develop the pupils' own questions, to develop, discuss and debate, answers to existing questions to formulate challenges and responses to the answers given by the religious and non-religious groups. You might look at how these UQs impact at a local and a national level.

Reflect upon and carefully evaluate their own and others’ beliefs and values, using reasoned, balanced arguments

Use a range of forms of expression to communicate their ideas and responses

This will include writing and responding but could also include art, poetry, photography, music, dance, drama, presentations, film, video etc...

Explore the connections between RE and other subject areas - see the case studies pages for examples

This could be anything (even Maths!) but the most common areas of collaboration are History, English, Art, Music, Science and Drama.