RE Scheme Updated

Welcome to the updated Scheme of Work for Primary RE
 

Looking for the updated RE Scheme? You'll need to use the Login link in the top right and then use the menu on the left to navigate through.

This updated scheme of work has been formulated originally to help schools meet the requirements of the Oxfordshire (2023-2028) and Buckinghamshire (2022-2027)  Agreed Syllabuses, but over the last year additional units of work have been created to meet some of the requirements of the Milton Keynes Syllabus (2025-2030) amd the proposed Berkshire Syllabuses (2026-2031).

The scheme contains intent, implementation, and impact statements, as well as a core knowledge building blocks chart. There are also suggested progression charts which set out some of the substantive knowledge, disciplinary knowledge and disciplinary skills.

This scheme is not presented as a finished piece of work. A curriculum in any subject needs to be continually adapted to meet the needs of your school's context. 

There is a growing bank of reaources linked to the updated scheme on the Peer Planning Resources page

For further information, to submit a unit or send feedback, please contact Katie Dickens


Assesing learning when using the ODBE updated scheme of work

Assessment in RE is like that in any other subject - it must relate directly to the content taught. It should set out what pupils need to know, apply and understand. This covers content, skills and methodologies. Assessment needs to link to the content of the units covered, but the grids below offer a suggested approach and summary of the material that may be covered. Please adapt according to the policies and practices of your school. 

Accessing exclusive content

Parts of the website are accessible only to schools signed up to our Service Level Agreement (SLA). This includes the RE Scheme which is free to all schools in the SLA but for all other schools there is an annual cost of £250 (+VAT). Contact Katie Dickens for further information on how to access the Scheme.

 

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