In Nursery, children are taught in line with the objectives outlined in Development Matters. They are encouraged to notice differences between people and to develop positive attitudes about these differences. 

In Reception, children’s learning is focused around key questions which link directly to their own life experiences, for example, ‘What makes a place special?’. Pupils are given learning experiences that encourage them to: 

explore the world of religion and worldviews in terms of special people, stories, times, places and objects, and by visiting places of worship  

use appropriate subject-specific vocabulary  

explore how and why ‘God’ might be important to some people  

listen to and talk about stories from religion and worldviews  

use their senses to explore religion, worldviews, practices and beliefs  

continue to develop their own sense of who they are and their place in the world, including the communities they are a part of  

reflect on their own feelings and experiences  

use their imagination and curiosity to develop their awe and wonder of the world around them. 

The golden threads of ‘God’, ‘Community’ and ‘Identity’ run throughout all of the children’s learning in RE.  

Children have the opportunity to apply their learning in engaging and exciting experiences within Discovery Time. 

In Year 1, children are introduced to the study of selected key concepts within Christianity, Judaism and Islam, incorporating appropriate elements of non-religious worldviews. There are also thematic units which are designed to draw together learning across a year group & help to build children's schemata. 

Through their learning experiences in KS1, pupils will develop their understanding of the Golden Threads of ‘God’ ‘Community’ & ‘Identity’. 

The children will be encouraged to:  

explore core concepts & beliefs for Christian, Jewish & Muslim people, and appreciate that some people call themselves ‘non-religious’  

develop subject specific vocabulary  

encounter how different people view the world in different ways  

encounter and respond to ways in which people express their beliefs (e.g. stories, artefacts and other media, such as art and music – and what they might ‘mean’)  

begin to understand the importance and value of religion and belief for different people, especially other children, their families and the communities they belong to  

ask relevant questions and develop a sense of wonder & curiosity about the world around them, using their imagination  

ask questions and express their own views about what it means to be human: what’s important to themselves and to others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging

We strive to ensure that all pupils, regardless of their ability or additional needs, have equal access to high-quality RE education.  

Differentiation/scaffolding strategies are employed to support learners who require additional help, and gifted and talented pupils are appropriately challenged. 

Provision is made for pupils with physical disabilities or sensory impairments to participate fully in all activities. 

We promote a respectful and supportive learning environment, where pupils value and celebrate each other's contributions 

We expect all pupils to experience the full breadth of our curriculum, but parents/carers have the right to withdraw their child from all/part of RE should they wish, in consultation with the Headteacher.

Children are given the opportunity to visit local places of worship to bring their understanding of religion to life.  

As a school, we mark and celebrate a vast variety of diverse festivals.  

Different religious leaders are invited into school to lead the children in collective worship.