The journey so far…

We believe that it is important that children develop a deep understanding of the theology that underpins religious practices, rather than a “pic n mix” approach to RE that focuses largely on what religious people do (Muslims pray 5 times a day, there’s a candle in a church) without understanding why. “Brushing over” a broad range of religions can lead to a confused view, a lack of understanding of world faiths and critical misconceptions.


What do we want our RE curriculum to achieve?

  • To enable our young people to be adequately prepared for life in all its fullness and able to contribute positively to their local and global society 
  • To enable children to become religiously literate.
  • To be the catalyst that encourages children to ask and reflect on “big” philosophical questions
  • To provide children with a rich and diverse prototype for key concepts of Islam, Hinduism and Christianity, much of which they may not otherwise experience within their current context.

We have chosen to conduct deep study into two religions (Christianity and Islam) at KS1 and three at KS2 (Christianity, Islam and Hinduism.) Revisiting these religions each year helps children to deepen their understanding of the key concepts attached to each religion and broaden their understanding of the ways in which religious people reflect these concepts in their day to day life.


Each faith is taught through a balanced approach whereby children are taught:

  • The theology and/or beliefs that underpin the world view
  • The religious practices through which people live out their world view
  • To reflect upon how this may impact the thinking of a person living out this  world view and how it compares to pupils’ own world views and that of others.

Teachers begin each in depth study of a particular religion  by introducing or recapping the “Big Story” documents, which put the key concepts and beliefs in the context of the bigger picture.

A typical sequence of learning for this type of unit is shown in the diagram below.

Once children have a solid understanding of each faith in depth, only then do we begin to compare and contrast faiths or investigate where a similar concept appears across more than one religious or non-religious world view to avoid  confusion.

The sequencing of units for a single year group over the school year focuses on enabling children to make progress by building on knowledge and concepts, rather than fitting units to the church calendar or timings of religious festivals.


What do we want our children to become as a result of the RE curriculum?

  • Young people who are able to hold a balanced and well- informed conversation about religions and beliefs.


What do we believe is right for our children to learn from the study of RE?

  • To understand that a person’s  way of believing, living and thinking impacts upon their world view.
  • To have a level of self-awareness which enables them to understand that their own beliefs and values, religious or otherwise, impact upon their world view.
RE long term plan