Bringing Our Vision to Life Through Religious Education
The Church of England’s Statement of Entitlement for Religious Education (2019) highlights the importance of RE in helping young people understand themselves, their values, and the role of faith and morals in a diverse world. This ties in beautifully with our vision of being "a faithful community that loves, lives, and learns with hope and joy," where everyone is valued and encouraged to flourish. Our vision is inspired by The Parable of the Lost Sheep, a story where a shepherd leaves his flock of ninety-nine to find one lost sheep. This reminds us that each person is important and deserves to feel included and valued. Just as the shepherd went to find the lost sheep, our approach to RE makes sure that no child feels left out. Instead, RE is a place where every pupil is seen, respected, and encouraged to explore their beliefs and those of others.
We have placed a special emphasis on selecting units of work that not only build knowledge and understanding of a range of religious and non-religious world views over time but also provide the space for pupils to grow and develop their own.
- Loving and Caring for Others and the World: Like the shepherd in the parable, RE helps pupils learn to care about everyone, not just those closest to them. They’re encouraged to be caring citizens who look after each other and the planet. It’s about understanding that everyone matters and has a role to play.
- Living with Hope and Resilience: Our school’s vision values hope and resilience, and RE helps children think about how to stay strong during tough times. Learning about faith and different beliefs can give them ways to face challenges, keep positive, and feel grounded even when things are difficult.
- Standing Up for What’s Right: Inspired by the shepherd’s courage, RE teaches children the importance of standing up for what’s right. This might mean speaking out against unfairness or being brave in their beliefs, even when it’s hard.
- Spiritual opportunities: Part of what makes RE special is that it allows pupils to explore their relationship with themselves, each other, the world and that which may be beyond. Whether that’s thinking about nature, other cultures, or big questions about life. Our school vision is about valuing these special moments, where children can celebrate the mysteries of life and explore what gives them a sense of purpose and connection.
Community rooted
As a Church of England school with deep roots in the community, we’re proud to welcome all families and children. Our RE curriculum reflects this openness, creating a respectful and warm environment where everyone feels included, regardless of their beliefs. Our school was originally founded by Elizabeth Wilkinson, who wanted to support children in the local area, and we still carry that legacy of community care and inclusiveness today. We have created the space in our curriculum for pupils to learn about the role of religion and sacred places contextually within our community. In line with the Church of England’s goals for RE, we want children to see this subject as a safe, engaging and thought-provoking space where they can ask questions and find meaning. The principal aim of RE is to enable pupils to hold balanced and informed conversations about religion and world views. Through RE, we hope to help each child become a thoughtful, kind, and confident individual, who feels “found” and valued, just like the lost sheep, ready to live a life of purpose and joy.
Coherent/Sequential planning
Our curriculum is designed to build knowledge and understanding over time. Allowing for connections to be made between the learning. There are two such examples below:
Example1: Muslim worldviews
In the Foundation Stage, children are introduced to what it means to belong as well as special stories and places from a range of faith traditions. This acts as precursor to their first in-depth focus on Muslims in year 2, studying ‘Who is a Muslim and what do they believe?’ This knowledge is built upon through some thematic studies about sacred places (mosque/masjid: wudu; calligraphy, prayer mat, prayer beads, minbar, mihrab, muezzin), and festivals (Ramadan and Eid) in lower key stage 2 providing them with secure foundations for a unit in year 6 on ‘What does it mean for Muslims to follow God?’
Example 2: The Christian Creation Story
In the Foundation Stage, children are introduced to the concept of God as the Creator simply and engagingly, which builds a sense of wonder and gratitude for the world. By Key Stage 1, in ‘Who Made the World?’ children start to explore the idea of responsibility, learning that they play an important role in caring for God’s Creation and looking after each other. At Lower Key Stage 2, pupils explore different interpretations of the Genesis story, deepening their understanding of how beliefs about Creation shape Christian values, ideas of community, and stewardship. Finally, in year 6, pupils consider scientific perspectives alongside Christian beliefs, exploring environmental responsibility and justice themes. This helps them link the Creation story to real-world issues, think about ethical decision-making and helps them to explore their own worldview.