The right to withdraw from RE:

Religion and belief have become more visible in public life in recent years, making it important that all young people should have an opportunity to engage in RE. However, parents/carers may request that their child be excused from all or part of the religious education (RE) provided. No reasons need be given.

Religious Education (RE) Curriculum Statement

Intent

At Healey Junior, Infant and Nursery School, Religious Education is taught in accordance with the Pennine Learning “Believing and Belonging” syllabus (2024). Our RE curriculum is designed to be broad, balanced and inclusive, ensuring that all learners develop a secure understanding of religion, belief and worldviews, alongside an appreciation of diversity within modern society.

The curriculum is structured around two interconnected strands:

• Believing and values – developing learners’ understanding of religions and worldviews, including similarities, differences and diversity of belief systems.
• Belonging and identity – supporting learners to reflect on their own identity, sense of belonging and place within a diverse local, national and global community.

Through this approach, RE supports learners in developing respect, empathy and understanding of others, while also encouraging reflection on their own beliefs, values and experiences. The subject contributes significantly to learners’ spiritual, moral, social and cultural development and promotes thoughtful engagement with questions of meaning, purpose and truth.

We aim for all learners to:

• Develop knowledge and understanding of a range of religions and worldviews.
• Reflect on key questions of meaning, purpose, values and belonging.
• Develop respect, tolerance and empathy towards others with different beliefs.
• Understand the impact of beliefs on behaviour, identity and community life.
• Use appropriate subject-specific vocabulary to explain and discuss ideas.
• Develop the ability to ask, investigate and respond to big questions.
• Reflect on their own views, experiences and developing sense of identity.
• Recognise diversity within and between religions and worldviews.

The curriculum is carefully sequenced to ensure progression of knowledge and understanding from Early Years through to Year 6. It focuses on Christianity and Islam in Early Years and Key Stage 1, and extends to include Judaism and Sikhism in Key Stage 2, alongside non-religious worldviews such as Humanism.

Learners are provided with opportunities to engage with lived religion through visits, visitors, artefacts, storytelling and enrichment experiences, helping them to develop a rich and meaningful understanding of faith and belief in practice.

Implementation

RE is delivered through the Pennine Learning Believing and Belonging syllabus (2024), using carefully sequenced units of work based around key enquiry questions. These units ensure that learning builds progressively and that learners revisit and deepen their understanding over time.

The curriculum is organised around three key areas:

• Beliefs and practices of religions and worldviews, including Christianity, Islam, Judaism, Sikhism and non-religious worldviews.
• Exploration of key religious and philosophical concepts, including meaning, purpose and values.
• Investigation of how beliefs influence behaviour, identity and moral decision-making.

Each half-term unit is structured around a key enquiry question. Learners engage in a process of:

• Exploring and analysing the question
• Investigating religious and non-religious beliefs and practices
• Developing and expressing reasoned responses and reflections

Learning is delivered through a range of approaches, including discussion, debate, storytelling, drama, art, music, written reflection and collaborative enquiry. This ensures that learners are actively engaged and able to access learning in a variety of ways.

RE is typically taught as a weekly lesson and is often delivered through a combined RE/PSHE approach, ensuring a minimum of one hour per week. Teaching is inclusive and adapted to meet the needs of all learners, including those with SEND, through the use of sensory resources, practical experiences and structured support.

Cultural capital is enriched through visits to places of worship, visitors from faith communities, artefacts, and multimedia resources. These experiences help learners to connect abstract concepts with real-world practice.

The curriculum is enhanced through links to significant religious festivals and key events throughout the year, including Interfaith Week, Remembrance Day and other nationally and locally significant celebrations. This ensures learning is meaningful, relevant and connected to lived experience.

Impact

The impact of the RE curriculum is evident in learners’ increasing knowledge of religions and worldviews, as well as their ability to reflect thoughtfully on questions of belief, identity and belonging.

As learners progress through the school, they develop:

• A secure understanding of key beliefs, practices and traditions across a range of religions and worldviews.
• The ability to engage in respectful discussion about differing beliefs and values.
• Increasing confidence in using religious and philosophical vocabulary.
• A developing ability to reflect on their own beliefs, values and experiences.
• Greater empathy, tolerance and respect for diversity within society.

By the end of Key Stage 2, learners will be able to:

• Describe and compare key beliefs and practices of major world religions and worldviews.
• Respond thoughtfully to philosophical and ethical questions.
• Understand how beliefs influence individuals, communities and societies.
• Express their own developing views with increasing clarity and reasoning.
• Demonstrate respect and understanding towards people of different faiths and beliefs.

RE contributes significantly to learners’ spiritual, moral, social and cultural development, supporting them to become reflective, respectful and responsible members of society.

Assessment is ongoing and based on teacher observation, discussion, learner responses and written work. This informs future planning and ensures that learning is secure, progressive and meaningful.

Religious Education in the Early Years Foundation Stage

In the Early Years Foundation Stage, RE is taught through the area of Understanding the World, with links to Communication and Language and Personal, Social and Emotional Development.

Learning is delivered through planned, purposeful play and a balance of adult-led and child-initiated experiences. Learners are introduced to religion and worldviews through stories, celebrations, special events, artefacts and sensory experiences.

The curriculum focuses mainly on Christianity and Islam, reflecting the lived experiences of many learners within the school community, while also introducing the concept of diversity in belief and culture.

Learners are given opportunities to:

• Listen to and engage with stories from different religions and worldviews.
• Explore special people, places, objects and celebrations.
• Ask questions and share their own ideas and experiences.
• Develop awareness of diversity within their community and the wider world.
• Use imaginative play to explore ideas of belief, celebration and belonging.

Through these experiences, learners begin to develop curiosity, respect and appreciation for the world around them. They are encouraged to recognise similarities and differences between people and to develop early understanding of respect and tolerance.

By the end of the Early Years Foundation Stage, learners are well prepared for Key Stage 1 RE, having developed foundational knowledge, curiosity and openness towards different beliefs and ways of life.

The Lead Teacher for RE is Miss Chittenden.