RE Curriclum
St John's Church of England Primary School is a Voluntary Aided School. This means that the teaching of RE is given significant importance. Governors of the school have adopted the Southwark Board of Education's syllabus which is taught in each class by the class teachers from Reception to Year six.
In order to allow the children to have the opportunity to explore deeper questions about life and to learn about Christianity, alongside a wide of other faiths and cultures, at St John's, RE is a core subject. Further to this, we allocate at least 10% curriculum time to the teaching and learning of RE
Please seen our RE Policy for further information
What are the aims of Religious Education?
RE aims to give children the knowledge, critical thinking skills, open minded and respectful attitude with which to investigate the world of religion and beliefs, and make their own decisions about what this means to them, whilst empathising with what it means to those who hold those beliefs. It also aims to enable children to grow spiritually by developing their awareness and skills of reflection, their experience of awe and wonder and their appreciation of stillness and silence.
Our Learning
At our school, Religious Education (RE) is at the heart of our curriculum and Christian character
We offer an inspiring, inclusive, and academically rigorous RE curriculum that fosters curiosity, wonder, dignity, and mutual respect
How We Learn in RE
Our RE curriculum is enquiry-based and built on a spiral structure, meaning children encounter key concepts (such as Creation, Incarnation, and Salvation) and revisit them progressively as they grow
To ensure a balanced and rich experience, every RE unit weaves together Three Disciplinary Lenses (“Ways of Knowing”)
💜 Believing (Theological Lens): Identifying and making sense of core religious beliefs, sacred texts, and concepts
💙 Thinking (Philosophical Lens): Exploring big questions of meaning, purpose, ethics, and truth, while challenging children to reflect on their own thinking and worldview
💚 Living (Human & Social Sciences Lens): Examining how individuals and communities put their beliefs into practice in everyday life, culture, and society
Through these lenses, children build Substantive Knowledge (factual understanding), Disciplinary Knowledge (critical enquiry skills), and Personal Knowledge (understanding their own values and beliefs)
Our RE Policy and Curriculum Overview
| RE Policy | RE Curriculum Overview |
Year by Year
🌟 Reception (Early Years)
In Reception, children begin their RE journey by reflecting on their own identity and the wonder of the world around them
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What we explore:
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Who am I and where do I belong? (Exploring uniqueness, family, and our school community)
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Why is Christmas special for Christians? (The Nativity story, celebration, and joy)
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What can we learn from the stories of Jesus? (Exploring parables and miracles)
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What is in an Easter garden? (Easter story, symbol of the cross, and showing love to others)
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What makes something special? (Special places, objects, memories, and feeling close to God)
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What makes our world wonderful and how should we care for it? (Creation story and local environmental action)
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🌱 Year 1
In Year 1, children broaden their horizons by exploring how stories, symbols, and places help people express their faith
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What we explore:
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Why did Jesus tell stories? (Exploring parables like The Good Samaritan and The Lost Sheep)
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What is in our school’s name? (Learning about Christian saints and inspiring role models)
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Who is who in the Nativity? (Understanding key figures in the Christmas story and Jesus as God’s gift)
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Why do Jewish people celebrate the gift of Shabbat? (An introduction to Judaism, Shabbat, Havdalah, and festivals like Hanukkah)
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Who are our Christian neighbours? (Exploring diversity within Christian worship locally)
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Is Easter the most important festival for Christians? (Connecting Easter to the 'Big Story' of the Bible and forgiveness)
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How does belonging to a synagogue help a Jewish person in their faith? (Exploring places of worship, Sukkot, Purim, and Passover)
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What teaches people to look after the world? (A multifaith look at Harvest, Tu B'Shevat, and caring for our planet)
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🍃 Year 2
In Year 2, pupils examine how faith shapes daily choices, promises, and community life
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What we explore:
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Why do Christians make and try to keep promises before God? (Rites of passage such as baptism and weddings)
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What can we learn from the story of Noah? (Exploring themes of trust, hope, covenant, and stewardship)
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What does the 'Light of the World' mean for Christians? (Jesus as a guide, Christingle, and worldwide Christmas traditions)
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What does it mean to be a Muslim? (Introduction to Islam, the Holy Qur'an, Prophet Muhammad, and Mosques)
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Why are women so important in the Bible? (Faith, trust, and courage in gospel stories)
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How do Easter symbols help us to understand Easter? (Exploring the cross, water, and new life)
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What helps Muslims live a faithful life? (The Five Pillars of Islam, prayer, and community/Ummah)
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How is prayer important? (Exploring prayer across world faiths, non-religious reflection, and personal reflection)
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🌿 Year 3
As pupils enter Key Stage 2, they develop deeper analytical skills
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What we explore:
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What is the story? (Navigating the structure of the Bible and its overarching narrative)
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Why do we remember? (Exploring Remembrance Day, peace, and moral choices surrounding war)
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What is the most important message of Christmas? (Peace, prophecy, and Jesus as the 'Prince of Peace')
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What does it mean to be a Hindu in Britain today? (Sanatana Dharma, family devotion, Mandir worship, and Diwali)
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What kind of world does God want? (Exploring Creation, the Fall, and human responsibility)
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How is each person vital to the Easter narrative? (Examining the roles and choices of key people in Holy Week)
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Why should Hindus live a good life? (Exploring Karma, Dharma, and moral living)
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Words and Actions – Which is most important? (Investigating how beliefs influence behavior and choices)
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🌳 Year 4
In Year 4, pupils explore moral leadership, global perspectives, and non-religious worldviews
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What we explore:
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What makes an Old Testament hero? (Leadership, faith, and trust in figures like Moses, David, or Esther)
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Non-religious worldviews: (Exploring Humanism, secular ethics, and how non-religious people find meaning and purpose)
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What does the journey through Advent mean? (Preparation, hope, and waiting during the Christian calendar)
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What do Sikhs believe? (Introduction to Sikhism, One God, the Ten Gurus, and the Guru Granth Sahib)
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What would Jesus do? (Applying Jesus' teachings and parables to modern ethical dilemmas)
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How does Holy Communion build a Christian community? (The Eucharist, symbolism, and fellowship)
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What do Sikhs value? (Sikh values in action: Seva/selfless service, equality, and the Langar community meal)
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How does faith guide people to try and make the world a fairer place? (Social justice, charity, and activism)
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🌲 Year 5
In Year 5, pupils engage with complex spiritual concepts, exploring pilgrimage, religious expression through art and media, and the core beliefs and practices of Buddhism
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What we explore:
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Why do Christians go on a pilgrimage? (Sacred journeys, spiritual reflection, and places of global pilgrimage)
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How do art and the media convey Christmas to all people? (Critical analysis of cultural vs. theological messages of Christmas)
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What does it mean to be a Buddhist? (The life of the Buddha, the Four Noble Truths, and the Middle Way)
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How did the Church begin? (Pentecost, the Holy Spirit, and the growth of the early Christian Church)
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How do Christian communities live out the Easter story? (Salvation in action, global Church traditions, and hope)
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What is the Buddhist way of life? (The Noble Eightfold Path, meditation, mindfulness, and compassion)
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What does faith and belief teach about the journey of life and death? (Exploring rites of passage, grief, afterlife beliefs, and comfort)
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🌴 Year 6
In their final primary year, pupils draw together their substantive, disciplinary, and personal knowledge to tackle profound social, moral, and theological questions
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What we explore:
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Who are the 'fearless women of faith'? (Examining influential female figures across religious history)
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Anti-Racist RE Unit: (Exploring equality, equity, racial justice, human dignity, and Christian distinctiveness)
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How can people of faith serve God and bring freedom and justice to others? (Inspirational leaders and faith-based advocacy)
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How do Muslims show commitment to Allah? (Deepening understanding of devotion, worship, and global Muslim identity)
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Why do Christians call 'Good Friday' good? (Deep theological reflection on sacrifice, salvation, and grace)
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How does the Torah help Jewish people to understand what being Jewish means? (Sacred texts, covenant, identity, and tradition)
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What is wisdom? (Exploring sacred wisdom literature and philosophical insights across worldviews)
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What does it mean to live a good life? (A cumulative synthesis exploring ethics, personal worldview, and human flourishing)
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Does my child have to attend RE lessons?
RE is a statutory subject in all schools in England which sits alongside but not in the English National Curriculum. (Education Act 2002, section 80).
What do schools have to teach in RE?
The latest guidance from the government, via the National Curriculum for England, every school needs to have a broad and balanced curriculum that:
• promotes the spiritual, moral, cultural, social, mental and physical development of pupils
• prepares pupils for the opportunities, responsibilities and experiences of later life
• promotes British values. Schools also have statutory responsibility to promote community cohesion (Education Act, 2006), and have to demonstrate that they are “Protecting children from the risk of radicalisation, from whatever source” (The Prevent duty – departmental advice for schools and childcare providers”, June 2015).
RE plays an important part in enabling these responsibilities. There is no ‘official’ national agreement on what should be taught, rather a non-statutory national framework to guide syllabus-writing bodies. We teach Christianity plus one other principal religion / belief system in every year group which enables all 6 principal religions (Buddhism, Christianity, Hinduism, Islam, Judaism, Sikhism) to be considered by the end of Key Stage 2.
Withdrawal From RE Lessons
Parents and carers have a statutory legal right to withdraw their children from all or part of Religious Education (RE) lessons and collective worship.
Understanding Your Rights
Under Section 71 of the School Standards and Framework Act 1998, parents have the right to opt their children out of RE without needing to provide a specific justification.
You can request a full withdrawal from all RE provisions or a partial withdrawal from specific units or topics.
How to Request a Withdrawal
1. Parents are encouraged to review the school's RE syllabus or speak with their child's classteacher first.
2. Submit a Written Request Formal requests must be submitted in writing to the Headteacher. Please include:
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Your child’s full name and year group.
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The scope of the request (whether you are requesting a total withdrawal or partial withdrawal from specific modules).
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Any specific preferences regarding supervision during these periods.
3.Upon receiving your request, the Headteacher will offer a brief consultation meeting. While the school cannot refuse a formal request to withdraw, this meeting helps clarify the practical arrangements, ensure child safety, and address any potential misconceptions about the curriculum.
4. Alternative Supervision During RE
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Duty of Care: The school remains responsible for the supervision and health and safety of your child during RE periods.
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Alternative Activities: Withdrawn pupils will be assigned supervised self-study or alternative curriculum work.
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Parental Materials: Parents may also provide their own approved educational materials for their child to complete during RE lesson times, provided this does not require extra teaching support from school staff.