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Our Religious Education (RE) curriculum gives students planned access to experiences that help them learn about and reflect on different religions and beliefs.

This is often linked to planning around ‘big questions’, and may include opportunities to construct knowledge and reflect on different religions, beliefs and practices through stories, sensory experiences and visits. Our curriculum reflects the syllabus planned by the local SACRE (Standing Advisory Council for Religious Education) group, although many of our learners will experience this learning at a different pace and at different stages to those suggested for mainstream schools.

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The religions and beliefs taught and explored initially reflect the beliefs of the students' home environments and communities, the local area, the UK and then the wider world. Our syllabus includes Christianity, Judaism, Sikhism, Buddhism, Hinduism, Islam and Humanism. Lessons often reflect the celebrations and festivals happening at that time of year in to add further meaning and a real-life aspect to the content. Lessons are planned to ensure students access teaching and experiences which enable them to both experience facts and knowledge as well as reflect on how they or others feel about a question or situation.

Blue Pathway

Students following the Blue Pathway are engaged in pre-formal learning, which is not subject specific. RE is incorporated into the six Pathway areas but has significant links within the My World area. Students are supported to work towards curriculum targets such as:

• Experience a range of different cultures and religions, through celebrations, stories objects and food

• Develop an understanding of places away from the immediate environment

The RE experiences planned for these students will be based on themes which are pertinent to them and the community they live within. This will include Christian themes, festivals and ideas but may also include Judaism, Islam, Hinduism, Sikhism and Buddhism beliefs, festivals, stories, places of worship, routines and celebrations. These themes are taught and experienced through sensory stories, music, tasting and sensory opportunities, massage, dance, visits and role play.  The student on the right is being supported to throw paint-covered cotton wool balls after learning about the festival of Holi.

Green Pathway

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Students are supported to work towards curriculum targets such as developing:

  • an understanding of themselves and their own beliefs and views. The views and beliefs of people around them and to develop their knowledge of the wider world and the views and beliefs within it (the student on the left is making samosas after a lesson linked to religion in India)
  • communication skills to enable themselves to express views, preferences, ideas and thoughts. They will be supported to develop their questioning skills
  • positive attitudes towards other people and their right to hold different beliefs, appreciating similarities and differences in people their views and beliefs

RE also links to other areas of the Green Pathway such as My Communication; students may listen to and reflect on religious stories. My Play; students may use role play to experience and think about different ceremonies. My independence; students may develop and apply their independent skills when visiting places of worship. My Body and Wellbeing - students will have opportunities to reflect on how they feel and where appropriate how other people feel. My Thinking - Students will be supported to look for similarities and differences within belief systems, ceremonies, buildings etc

Students following the Green Pathway will have the opportunity to learn about and reflect on Christian, Islamic, Hindu, Jewish, Sikh and Buddhist themes, festivals and ideas over a 5 year period with Christian elements featuring every year. Teachers ensure that the content they present is meaningful and accessible to all including reflecting and respecting the home beliefs of students.

Purple Pathway

In the Purple Pathway, RE helps pupils to explore different beliefs, cultures, and ways of life. Through stories, celebrations, and traditions from a range of religions, pupils are encouraged to think about the world around them and reflect on their own experiences.

The Purple Pathway curriculum builds respect and understanding of diversity, while also supporting pupils to make links with their personal development. Pupils will explore how faith communities celebrate, overcome challenges, and use food and rituals in meaningful ways.

Christianity is taught each year alongside other major world religions, giving pupils a broad and balanced understanding of different faiths.

Yellow Pathway

Through learning about the major world religions, pupils are supported to develop;

  • an understanding of their own theological and philosophical views and beliefs

  • their ability to engage in discussions about world views including the ability to ask questions

  • an understanding of the main beliefs, ideas, celebrations and themes within worldviews and will notice similarities and differences between these

  • their subject knowledge of worldviews, places of worship and major religious celebrations

RE in this Pathway is taught and learned through stories, music, tasting opportunities, role play, visits and planned reflection time. Cross-curricular opportunities with other subjects are made to reinforce prior learning.

RE Annual Plan

Impact

Through our RE curriculum, our students become more open minded - they have a better understanding of a range of belief systems; an increased awareness of and reflection upon their own beliefs and those of other people. They are more able to think about and communicate their thoughts on life's big questions. 

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