Westwoodside Church of England Academy

Westwoodside Church of England Academy RE Curriculum

RE Vision Statement

At Westwoodside Church of England Academy, we believe that Religious Education is a vital part of every child’s education, giving them the opportunity to explore big questions about life, faith, and meaning. Our vision is for every pupil to develop a deep respect for others, an understanding of diverse beliefs, and the ability to reflect on their own values. Through RE, pupils learn to appreciate the richness of Christianity and world faiths, and to recognise the role religion and spirituality play in shaping individuals, cultures and communities.

Rooted in our Christian vision to “Be the light for other people. Live so they will see the good things that you do,” our RE curriculum inspires pupils to let their light shine by showing empathy, compassion, and wisdom in their learning and in their lives. Through discussion, reflection, and exploration, we nurture inquisitive thinkers who ask big questions, develop their moral compass, and understand how beliefs influence people’s actions.

Westwoodside RE Curriculum Pledge

During their time at Westwoodside Church of England Academy, all pupils will have the opportunity to:

Explore Christianity as a living faith at the heart of our school, community and wider world
Learn about major world religions and worldviews, recognising similarities, differences, and shared human values
Reflect on big questions of life, death, love, hope, justice, and truth
Visit places of worship and meet faith leaders and practitioners to experience belief in action
Engage in discussions, debates and creative responses to express their own ideas and reflections
Take part in collective worship and spiritual experiences that deepen their understanding of faith
Celebrate diversity through festivals, events, and curriculum links that show respect for all
Make meaningful connections between RE and other subjects such as history, art, literature, and music
Consider how RE helps shape responsible citizens who can contribute positively to society
Let their light shine through demonstrating respect, empathy and thoughtfulness in their learning and relationships

Westwoodside RE Intent

At Westwoodside CE Primary Academy, we want to ensure that every child develops a secure knowledge and understanding of Christianity and world religions, as well as the skills to reflect on their own beliefs and values. Our aim is to nurture children’s curiosity about faith, inspire respect for diversity, and encourage thoughtful engagement with spiritual, moral, social, and cultural questions.

We intend to equip pupils with the ability to:

Know key stories, teachings, and practices from Christianity and world faiths
Reflect on how beliefs shape lives and influence moral choices
Ask deep and challenging questions about meaning, purpose, and truth
Develop tolerance, empathy and respect for others
Understand how RE connects to British values, human rights, and global issues
Recognise the importance of RE in preparing them for life in a multi-faith, multicultural society

Westwoodside RE Implementation

In EYFS, children encounter simple religious stories, celebrations, and artefacts through play, role-play, and discussion.
In KS1, pupils begin to learn about Christianity and other world faiths (such as Judaism and Islam), focusing on key stories, symbols, and practices.
In KS2, pupils deepen their understanding by exploring Christianity alongside Hinduism, Islam, Judaism, Sikhism, and Humanism, asking complex questions and making connections across religions.

Learning is structured through enquiry questions, enabling children to explore “what people believe,” “how people live,” and “what difference this makes.” Lessons combine story, artefacts, visits, reflection, debate, drama, art, and writing. RE is taught weekly, with links made across the curriculum where appropriate.

Collective worship complements RE lessons, giving pupils the opportunity to reflect, celebrate, and live out the school’s Christian vision.

Westwoodside RE Impact

The impact of RE at Westwoodside CE Academy is seen in pupils who are curious, respectful, and reflective. Children are able to:

Articulate what they have learned about Christianity and other world faiths
Express their own thoughts and reflections clearly and respectfully
Make links between belief and action, past and present
Show tolerance, empathy, and understanding in their daily lives
Demonstrate progression in knowledge, vocabulary, and understanding across year groups

Impact is measured through pupil discussions, written work, creative outcomes, learning walks, and assessment against knowledge progression maps. Pupil voice is central: children are encouraged to share what they have learned and how it has influenced their thinking and behaviour.

Enhancements within the RE Curriculum

Across all year groups, RE is enriched through:

Visits to places of worship (churches, mosques, temples, synagogues)
Visitors and faith leaders sharing experiences and beliefs
Celebrating festivals such as Diwali, Eid, Christmas, and Easter with stories, art, food and music
Cross-curricular links with history, art, music and PSHE to deepen cultural understanding
Themed days and weeks, such as Interfaith Week, Spirituality Day, or Bible exploration workshops

These experiences open windows into the wider world of faith and belief, inspiring children to see RE as meaningful and relevant to life today.

SEND Provision in RE

‘High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to/or different from this...special educational provision is underpinned by high quality teaching and is compromised by anything less’

‘Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement’ (SEND Code of Practice 2015)

In the first instance, provision for SEND children should be planned in accordance with their individual support plans, focusing specifically on areas of strength and needs and the use of reasonable adjustments. Additional strategies to support identified areas of need should be taken from The Quality First Teaching booklet. https://www.sensiblesenco.org.uk/shared-files/1903/send-quality-first-teaching-toolkit.pdf

The Quality First Teaching booklet includes practical strategies which should be used to support the following four broad areas of need:

Cognition and learning needs - specific learning difficulties (dyslexia, dyspraxia, dyscalculia), moderate learning difficulties, severe learning difficulties, global delay, profound and multiple learning difficulties

Social emotional and mental health needs - behaviour, emotional and social difficulties, mental health difficulties, ADHD, depression, eating disorders, attachment disorders

Communication and interaction needs - Speech, language and communication needs, autistic spectrum disorder, Asperger’s Syndrome

Sensory and/ or physical needs - Visual impairment, hearing impairment, multi-sensory impairment, physical disability, cerebral palsy Additional support and advice regarding individual SEND needs can be sought from the subject leader and SENDCO.

Parents/Carers Statement – RE

Parents and carers are invited to join in with RE learning through workshops, collective worship, and celebrations of festivals and faith events. The school website shares information about the RE curriculum, including photos and examples of learning.
Families receive updates throughout the year about special RE activities, trips, and visits, and parents are encouraged to share their own experiences and traditions to enrich the curriculum. Progress in RE is reported through parent meetings, children’s annual reports, and regular newsletters.

Requests to Withdraw a pupil from RE lessons

Parents and carers have a statutory right under Section 71 of the School Standards and Framework Act 1998 to request that their child is wholly or partly withdrawn from Religious Education (RE) lessons that form part of the school’s basic curriculum, and Acts of Collective Worship in school.

Parents and carers do not have to provide a reason for requesting withdrawal. In line with updated legal advice, where a written request to withdraw is made, the school will grant this request without any further process or required meeting, so that there is no “burden” placed on parents and carers when exercising this right.

We are committed to being proactive and transparent about our RE curriculum (for example through our website, policy documents, and curriculum information shared with parents and carers) so that families can understand what is taught. If parents and carers would like to discuss the RE curriculum, we are happy to do so, but this is entirely optional and is not required for withdrawal to be agreed.

Important - limitations to withdraw

If pupils are withdrawn from RE, schools have a duty to supervise them, though, in line with current sector guidance, not to provide additional teaching. A pupil may be required to work in another area of the school.

Whilst parents or carers have a right to withdraw children from RE, they should note that child/ren may also encounter religions and beliefs and wider aspects of faith in other areas of the National Curriculum from which there is no right of withdrawal.
On occasion, spontaneous questions about religious matters are raised by pupils or issues related to religion arise in other curriculum subjects such as history or PSHE. For example, schools promote community cohesion and help pupils to understand ideas about identity and diversity, feelings and emotions within both religious and non-religious contexts.

Managing the Right of Withdrawal

All requests for withdrawals should be made in writing, addressed to the headteacher.

If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching or to incur extra cost. Pupils will usually remain on school premises where it is feasible and appropriate.

Where a request for withdrawal is made, the school must comply and excuse the pupil until the request is rescinded.

RE Long Term Plan 2025-2027

Year 1/2
Cycle A

Who is God to Christians and why does God matter to them?

Pupils have the opportunity to build on learning in EYFS by exploring in detail ways in which Christians articulate their beliefs about God. They also deepen their understanding of how

context influences the ways in which Christian express their beliefs.

Why is it important to say thank you?

Pupils build on learning about special times in EYFS and learning in the previous term by exploring different ways in which people show thankfulness, including through key festivals, such as Harvest and Sukkot. They also deepen their understanding of the key sources of authority for

religious people and the ways in which context affects their ways of living.

Who is Allah (God) to Muslims and why does Allah (God) matter to

them?

Pupils have the opportunity to build on learning in EYFS and autumn term by exploring in detail ways in which Muslims articulate their beliefs about Allah (God). They also deepen their historical and geographic understanding of the origins of Islam.

Is it possible to speak to God?

In this unit, pupils build on their understanding of the Muslim concept of God by considering how Muslims prayer to God. They begin to ask philosophical questions about the concept of communicating with God. They deepen their understanding of the ways in which context affects

being Muslim, as well as exploring some different ways in which religious

people pray.

What is my view of the world?

Using their learning from previous units, pupils now look inwards at their own worldview. They consider how context has shaped the things they believe and value. They explore how context has influenced how they live their own lives. They are introduced to the distinction between individual and organised worldviews, recognising examples of these from previous learning.

Is there a right way to worship?

Bringing together their knowledge about religious, organised and individual worldviews, sources of authority and context, pupils explore a philosophical question about worship.

Cycle B

What is a human being? (Part 1)
Pupils will explore Christian beliefs about what it means to be human. They will interpret Christian sources of authority, including the Genesis story, and consider Christian ideas about uniqueness, purpose and responsibility for creation.

What is a human being? (Part 2)
Pupils will build on the previous unit by exploring Muslim and Sikh beliefs about human beings. They will learn how sources such as the Qur’an, the Prophet Muhammad and the Guru Granth Sahib shape beliefs about equality, purpose and care for creation.

Christian Worldviews Case Study
Pupils will apply their understanding of Christian sources of authority to real examples of belief in action. They will explore the Good Samaritan, the image of God and the work of people who challenged slavery and helped others.

Muslim and Sikh Worldviews Case Study
Pupils will explore how Muslim and Sikh beliefs can shape leadership and community life. They will learn about religious leaders and historical figures, considering how beliefs about equality, harmony and responsibility influence actions.

How do people welcome a new human into their community? (Part 1)
Pupils will explore how religious and non-religious people welcome babies into communities. They will learn about Christian baptism, dedication and Humanist naming ceremonies, considering how welcome and belonging are expressed in different contexts

How do people welcome a new human into their community? (Part 2)
Pupils will build on the previous unit by exploring how adults are welcomed into new communities. They will learn about Believer’s Baptism, the Shahadah and monastic vows, considering why belonging matters to people.

Year 3/4
Cycle A

What Makes Me Special?

In this unit, children find out a little more about themselves and others. They talk about their interests, likes, dislikes, family and friends, as well as familiar customs and routines. They

consider ways in which other people are similar to or different from them, including the fact that some people belong to a religious worldview.

Who is Special to Different People?

In this unit, children find out a little more about which people are special to them, their school

and local community,

and to religious people. They are introduced to the word ‘God’ and explore why God is special to some religious people. They do this by engaging with some important stories for Christians, Hindus and Jewish people and exploring how these

people put their beliefs about God into practice in the real world.

Which Stories are Special to Different People?

In this unit, children find out a little more about religious worldviews by

exploring books and stories that are

important to Christians and Muslims. They are

introduced to the

Bible and the Qur’an, think about why these books are important

and how they are

treated by Christians and Muslims. They use question drawn from Theology to find out more about Christian and Muslim stories. They also

think about the books and stories that are important to them, and why they are

important.

How Do Different People Celebrate their Special Times?

Having explored some special people, books and stories within religious worldviews, in this unit children investigate how different people celebrate their special times, including Christians and Sikhs. They make links with their own celebrations and learn about how different people might celebrate religious festivals different across the globe. They ask questions drawn from the human / social sciences to help them understand what they are seeing.

What Places are Special to Different People?

In this unit, children

articulate which

places are special to them and why. They find out a little more about the places that are special to religious people, including opportunities to engage with Christian, Hindu,

Jewish, Muslim and Sikh worldviews. Using questions drawn from the human / social sciences, children explore what makes these places special.

If the World is Special, How Should We Treat It?

Having explored special places to religious people in the previous unit, in this

unit, children find out a little more about what it means for the natural world to be special. Using questions drawn from Theology, they explore creation stories drawn from Muslim and Christian worldviews and their importance to Muslims and Christians. They also think about their own impact on the natural world and how they can help look after it.

Cycle B

What is religion? What is spirituality?
Pupils will explore what religion and spirituality mean and how they are connected but not always the same. They will use questions from human and social sciences to consider how beliefs and values shape life.

Are all homes spiritual places?
Pupils will explore how spirituality can be expressed at home by religious and non-religious people. They will consider how context influences spiritual practice and how homes can reflect identity, belief and belonging.

Can spirituality make things better? Case Study 1 Non-religious worldview
Pupils will explore a non-religious worldview case study, focusing on Humanism and care for the natural world. They will consider how beliefs and values can motivate environmental action and spiritual growth.

Can spirituality make things better? Case Study 2 Religious worldviews
Pupils will explore how religious spirituality can motivate interfaith work and social action. They will ask theological questions, interpret sources of authority and consider how people work together to improve communities.

How do people express their spirituality together? Pilgrimage - Muslim and Hindu worldviews
Pupils will investigate pilgrimage in Muslim and Hindu worldviews, including Hajj, Umrah and the River Ganges. They will consider how pilgrimage shapes belonging, spiritual growth and responsibility for the natural world.

How do people express their spirituality together? Pilgrimage - Christian worldviews
Pupils will explore Christian pilgrimage through the case study of Walsingham. They will consider how sacred places, history and denomination shape spiritual expression and belonging.

Yr5/6 Cycle A

Does creativity matter in religious worldviews? Music

Pupils will interpret religious narratives about the origins of the universe and explore how religious people express, or choose not to express, creativity through music. They will consider how creativity can communicate belief and meaning.

Does creativity matter in religious worldviews? Art

Pupils will explore how religious people express beliefs and values through art. They will consider philosophical questions about how humans communicate abstract ideas such as God, hope and truth.

Do people always put their beliefs into action? Christian worldviews

Pupils will explore the 16th Street Baptist Church and the work of John Petts to consider how Christian beliefs can inspire action. They will ask philosophical questions about how belief influences choices for good or harm.

Do people always put their beliefs into action? Muslim worldviews

Pupils will explore the work of Muslim artist Mohammed Ali and consider how beliefs about humanity relate to migrants and refugees. They will think critically about how art can express values and inspire action.

Are all people equal? Sikh worldviews

Pupils will deepen their understanding of Sikh concepts, including gurmukh, and investigate the lived reality of equality for different Sikhs, with a focus on female Sikhs.

Are all people equal? Christian and non-religious worldviews

Pupils will explore freedom of religion and belief through Christian and non-religious perspectives. They will use philosophical tools to consider equality, freedom and how people with different worldviews can live together.

Cycle B

Should a worldview always stay the same? (Part 1)

Pupils will explore Christian teachings and texts about what it means to be human through the life of Anne Askew. They will consider how authority, interpretation and power influenced belief in Tudor England.

Should a worldview always stay the same? (Part 2)

Pupils will examine women’s ordination in the contemporary Anglican Church and consider whether Christian worldviews always stay the same. They will compare different viewpoints about leadership, equality and change.

Is technology a good thing for religious worldviews? (Part 1)

Pupils will explore the impact of the printing press and the story of William Tyndale. They will consider how technology can affect access to religious authority and raise questions about right and wrong.

Is technology a good thing for religious worldviews? (Part 2)

Pupils will explore how religious communities use technology today for communication, worship, mission and charity. They will weigh advantages and disadvantages, linking decisions about technology to beliefs and values.

What is my view of the world? Case Study

Pupils will revisit religion, spirituality and worldview by exploring a Buddhist case study and reflecting on their own beliefs, values and influences. They will consider how understanding worldviews can help people live well together.

Does Religion Matter?

Pupils will consider whether religion matters by exploring how religious and non-religious worldviews influence values, decisions, society and social action. They will give balanced reasons and reflect on how RE has shaped their own worldview awareness.