Our curriculum aims to introduce learners to different ways to enquire about world religions and worldviews through using the idea of an ‘about believing’ lens (theological), and ‘about living’ lens (social sciences) and a ‘thinking about’ lens (philosophical). This ensures learners have the opportunity to explore religions and worldviews through a balance of beliefs, ways of living and thoughtful, deep questions.

Each unit within our curriculum uses an enquiry approach to learning, drawing upon prior knowledge, skills and understanding. The topics studied will be taught in a deeper way, using a multi-disciplinary approach in order to pay attention to the big ideas which underpin learning.

In Key Stage One the children’s RE knowledge will mainly focus upon Christianity and Judaism. In Key Stage Two the pupils will continue to learn about these religions alongside those of Hinduism, Sikhism, Buddhism and Islam in some depth. There will also be the opportunity for other religions and world views to be referenced where appropriate.

There should be a balance of teaching of the two attainment targets which direct the children to ‘learn about’ (Knowledge and Understanding) and ‘learn from’ (Reflection and Response), religions or other world views.

Within the Early Years, RE will encourage the learner’s natural curiosity of the world around them and will have the opportunity to begin to explore the world of religion. They will be introduced to festivals from key religions and cultures. They will look at some elements of these such as important figures, places of worship, sacred books and stories, customs and routines. They will begin to think about their own culture and/ or religion and know there are similarities and differences between individuals, families and communities.

All children have access to the RE curriculum with work being tailored appropriately for children with SEND. Children will learn through similar activities, with final outcomes modified to suit all needs.

The ‘Right of Withdrawal’ from some or all parts of the RE curriculum is discussed sensitively with parents if the need arises.

Units of work will have features in common:

• Early discussions with pupils about what they will be learning and what they have been taught in previous year groups, to show how this builds upon their previous learning.
• Relevant new knowledge.
• Specific key vocabulary and its meaning.
• Opportunities for the children to work interactively, using other curriculum areas e.g music, drama, English and art.

Work recorded in Theme Books and evidenced in a variety of ways artwork, photograph, extended    piece of writing etc.

• Individual reflection on the learning.