RE at cambois follows the Sacre guidance. 
This is to:
To ensure high quality RE, it is recommended that the agreed syllabus, as well as meeting legal requirements should:
 provide a clear structure which users find easy to follow and which highlights the contribution of RE to the curriculum
 provide opportunities and examples to support the cross-curricular dimensions of the curriculum
 ensure that learning in RE has both continuity and progression
 have clear statements about expected standards and assessment arrangements
 provide clear guidance about the process of learning that should underpin the planning of RE
 provide appropriate levels of challenge for pupils of different ages and abilities - these should be progressive and demanding but realistic 22
 reflect curriculum developments nationally, such as the three aims of the curriculum, the use of key concepts, essential knowledge, key skills (including personal, learning and thinking skills) and the breadth of content, as set out in the RE programmes of study and learning.
We do this through a lot of learning about modern British Value and the use of whole school themed weeks centred around our PSHCE curriculum and learning through different beliefs and about difference beliefs.
Breadth and depth in the agreed syllabus Breadth and depth in RE for all pupils can be achieved if the following are taken into account:
 Pupils should develop understanding of concepts and mastery of skills to make sense of religion and belief, at an appropriate level of challenge for their age.
 RE should provide opportunities for pupils to develop positive attitudes and values and to reflect and relate their learning in RE to their own experience.
 Building on the statutory requirements, it is recommended that there should be a wide ranging study of religion and belief across the key stages as a whole.
 Not all religions need to be studied at the same depth or in each key stage, but all that are studied should be studied in a way that is coherent and promotes progression.
 Pupils should have the opportunity to learn that there are those who do not hold religious beliefs and have their own philosophical perspectives, and subject matter should facilitate integration and promotion of shared values.
 The study of religion should be based on the legal requirements and provide an appropriate balance between and within Christianity, other principal religions, and, where appropriate other religious traditions and worldviews, across the key stages as a whole, making appropriate links with other parts of the curriculum and its cross-curricular dimensions.
 The breadth of study should take account of the four levels of community cohesion which all maintained schools are now obliged to promote.
We decide the religions, other than Christianity, to be studied by taking in to account of the balance of religion within:
o the school community
o the community within which the school is located
o the UK community o the global community.
and also current trends and issues within school.