Religious Education

Intent, Implementation and Impact

Intent

At Frenchwood, studying religious and non-religious worldviews is essential to enable our pupils to appreciate life in our increasingly diverse community. They need to acquire the necessary knowledge and skills to make sense of the complex world in which they live so that they can ‘respect religious and cultural differences and contribute to a cohesive and compassionate society’. (RE Review 2013)

Our syllabus teaches pupils to :

take their place within a diverse multi-religious and multi- secular society;
consider challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human;
weigh up the value of wisdom from different sources, to develop and express insights in response, and to agree or disagree respectfully;
articulate their personal beliefs, ideas, values and experiences so that they can hold balanced and well-informed conversations about religions and worldviews whilst respecting the views of others.

Implementation

We follow the revised version of the Lancashire Agreed Syllabus for Religious Education (2021) ‘Searching for Meaning’. This revised syllabus is the legal basis for Religious Education in Lancashire. It is ambitious for all pupils and outlines the curriculum intent and methods of implementation that will enable all pupils to achieve well and attain high level outcomes by the end of each Key Stage. The syllabus aims to support pupils’ personal search for meaning as they explore what it means to be human. It follows the Lancashire Field of Enquiry model, but also specifies knowledge and skills which build towards clear goals at the end of each key stage. This ensures that the curriculum is progressive, clearly sequenced and suitably ambitious

The Lancashire Field of Enquiry is a medium-term planning model that is central to the delivery of this syllabus. Use of this model enables teachers to fulfil the aims of the syllabus and support pupils’ personal search for meaning as they explore what it is to be human. Through this model we ensure that the teaching of religious education is embedded within the disciplines of theology, philosophy, ethics and social science. A given key question provides the central line of enquiry across each year group and then focus questions provide a point of exploration within each religion. Each unit of work is structured to include the following four elements:

Shared human experience - the nature of being human.
Living religious tradition - principal religious traditions encountered in the world.
Beliefs and values – the theology that lies at the heart of these traditions.
The search for personal meaning – a lifelong quest for understanding.

Lancashire Agreed Syllabus for RE: What should be studied?
Christianity should be studied at each key stage to ‘reflect the fact that the religious traditions in Great Britain are in the main Christian’. The other major religious traditions of Great Britain (Islam, Hinduism, Judaism, Sikhism and Buddhism) should be studied across the key stages; although they do not have to be studied in equal depth or in every key stage.
Key Stage	EYFS	KS1	KS2
Religions and worldviews to be studied in each Key Stage:	Christianity. Comparisons with other religions and worldviews which represent the school/ local community.	Progressive study of Christianity, Islam and Hinduism. Encountering Judaism, Sikhism, Buddhism and non-religious worldviews.	Progressive study of Christianity, Islam and Hinduism. Encountering Judaism, Sikhism, Buddhism and non-religious worldviews.
Rationale:	RE in EYFS contributes to the Early Learning Goal (People and Communities). It also supports progression across other areas of learning. Children begin to explore religion and worldviews in terms of special times, stories and places.	Pupils begin to gain an understanding of the connections between the Abrahamic faiths through a progressive study of Christianity and Islam and encountering Judaism. They will be introduced to Dharmic traditions.	Pupils will build on their learning in KS1 by continuing to progress their knowledge and understanding of Christianity, Islam and Hinduism. They should also encounter the other major world religions and nonreligious world views. This means that the curriculum is broad and balanced, but also allows for a depth of knowledge and understanding of the religions that are studied progressively.

Impact

The curriculum for Religious Education and Worldviews aims to ensure that all pupils:

Know about and understand a range of religions and worldviews, so that they can:

Describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;
Identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews; and
Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.

Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:
- Explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;
- Express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues; and
- Appreciate and appraise varied dimensions of religion or a worldview.
Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
- Find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;
- Enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all; and
- Articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives. (‘A Curriculum Framework for Religious Education in England’ Religious Education Council October 2013)

Progression

Progression
Phase	Early Learning Goal		Content
EYFS	Why are some things special? Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class		Special Times Christianity - Harvest / Christmas Hinduism - Diwali Islam – Eid Special Stories Christianity – the Bible Islam – the Qur’an Special Places Christianity / Judaism – the creation story Islam – Looking after our world. Christianity – the church Islam – the mosque Hinduism – the mandir
RE Skills
Phase	Knowing about and understanding religions and world views				Expressing and communicating ideas related to religions and world views
	Beliefs and Values	Living Religious Traditions		Shared Human Experience		Search for Personal Meaning	Content
What do people say about God?
Key Stage 1	Give an example of a key belief and/or a religious story Give an example of a core value or commitment	Use some religious words and phrases to recognise and name features of religious traditions Talk about the way that religious beliefs might influence the way a person behaves		Notice and show curiosity about people and how they live their lives		Ask questions	Christianity God the Father Prayer The nativity story Beliefs about Jesus as God incarnate Christmas Baptism Belonging Islam God as creator Care for the planet Judaism God’s promise Noah Abraham Trusting in God Hindu dharma One God in many forms God in all things Expressing ideas about God
	How do we respond to the things that really matter?
	Retell and suggest meanings for religious stories and/or beliefs Use some religious words and phrases when talking about beliefs and values	Identify and describe how religion is expressed in different ways Suggest the symbolic meaning of imagery and actions		Identify things that influence a person’s sense of identity and belonging		Ask relevant questions Talk about their own identity and values	Christianity Creation Caring for the planet Harvest Jesus as the light of the world Symbolism of light Advent and Christmas celebrations Worship The church Use of symbols Hindu dharma Devotion Worship in the home and temple Islam Submission and gratitude Prayer Judaism Moses Ten Commandments The Sabbath
	Who should we follow?
Lower Key Stage 2	Show awareness of similarities in religions Identify beliefs and values contained within a story/teaching Identify the impact religion has on a believer	Identify how religion is expressed in different ways Use religious terms to describe how people might express their beliefs		Describe how some people, events and sources of wisdom have influenced and inspired others		In relation to matters of right and wrong, recognise their own and others’ values Discuss own questions and responses related to the question ‘who should we follow – and why?’	Hindu dharma Vishnu Rama and Sita Diwali Christianity (God) The Bible Christian life – guided by wisdom, teachings and authority Sikhism The 5 Ks Equality The Gurdwara Christianity (Jesus) Jesus in the wilderness Lent Sacrifice Islam The Five Pillars of Islam Ramadan Christianity (Church) Parables Love for all
	How should we live our lives?
	Describe what a believer might learn from a religious teaching/story Make links between ideas about morality and sources of authority	Describe the impact religion has on believers’ lives Explain the deeper meaning and symbolism for specific religious practices		Consider the range of beliefs, values and lifestyles that exist in society Discuss how people make decisions about how to live their lives		Reflect on their own personal sources of wisdom and authority	Christianity (God) Prophets Service to God Inspirational people Islam The Prophet Muhammed (pbuh) Zakat Christianity (Jesus) Discipleship Following the example of Jesus Helping others Christianity (Church) The Holy Spirit Gifts of the spirit Pentecost Sikhism Guru Nanak The 10 gurus Baisakhi Hindu dharma Religious duty Hindu scriptures (the Ramayana) Raksha Bandhan
	Where do we find guidance about how to live our lives?
Upper Key Stage 2	Make links between beliefs and sacred texts, including how and why religious sources are used to teach and guide believers Explain the impact of beliefs and values – including reasons for diversity	Explain differing forms of expression and why these might be used Describe diversity of religious practices and lifestyle within the religious tradition Interpret the deeper meaning of symbolism – contained in stories, images and actions		Explain (with appropriate examples) where people might seek wisdom and guidance Consider the role of rules and guidance in uniting communities		Discuss and debate the sources of guidance available to them Consider the value of differing sources of guidance	Christianity (Church) Christian rites of passage Denominational differences Hindu dharma Reincarnation Karma The 4 ashramas Islam The Ummah Hajj Christianity (Jesus) Holy Week The Eucharist Denominational differences Buddhism The Buddha The Four Noble Truths The Eightfold path Christianity (God) Salvation Forgiveness
	Is life like a journey?
	Analyse beliefs, teachings and values and how they are linked Explain how the beliefs and values of a religious tradition might guide a believer through the journey of life Explain the impact of beliefs, values and practices – including differences between and within religious traditions	Use developing religious vocabulary to describe and show understanding of religious traditions, including practices, rituals and experiences Explain differing ideas about religious expression		Consider what makes us human – in terms of our beliefs and values, relationships with others and sense of identity and belonging Discuss how people change during the journey of life		Raise, discuss and debate questions about identity, belonging, meaning, purpose, truth, values and commitments Develop own views and ideas in response to learning Demonstrate increasing self-awareness in their own personal development	Christianity (God) Sin Adam and Eve’s disobedience Temptation and morality Islam The Qur’an The Night of Power Hindu dharma Krishna Holi Christianity (Jesus) Miracles of Jesus Pilgrimage Christianity (Church) The Trinity Use of symbols and metaphors The Worldwide Church Judaism The Torah The synagogue

Subject Leadership

I’m Lauren Twist, and I’m delighted to be stepping into the role of Religious Education Subject Leader here at Frenchwood. RE is a unique and vital part of our curriculum—it helps children explore beliefs, values, and traditions from a wide range of cultures and faiths, fostering respect, empathy, and understanding.

My approach to RE is rooted in the idea that it should be inclusive, thought-provoking, and relevant. In a school as wonderfully diverse as Frenchwood, RE offers a powerful opportunity to celebrate our differences while discovering the values we share. I want our pupils to feel safe asking big questions, exploring different worldviews, and reflecting on their own beliefs and experiences.

Beyond knowledge, RE supports personal development, encouraging children to think deeply, listen carefully, and engage respectfully with others. It builds the foundations for social harmony, critical thinking, and moral awareness—skills that will serve them well throughout life.

I’m excited to work with staff, pupils, and families to make RE a vibrant and meaningful part of our school life.

Intent, Implementation and Impact

Progression

Subject Leadership

Curriculum