Building on the theological understanding that God created the earth and everything in it, including humanity, we provide opportunities for all pupils to appreciate the richness and diversity of God’s creation. We recognise that everyone is made in God’s image (Imago Dei) and is loved, valued, celebrated and represented. As a school, we aspire to live out God’s plan for all creation to flourish. We believe in providing every child with varied opportunities to discover, use and develop the gifts and talents with which they have been blessed, enabling them to embrace “Life in its fullness” (John 10:10).

Religious Education (RE) supports this vision by giving pupils opportunities to develop a broad and in-depth understanding of different religious and non-religious worldviews, as well as opportunities to consider, develop and share their own perspectives and personal worldviews. It enables pupils to know about, understand and respond thoughtfully to important and ultimate questions about life, meaning, belief and belonging. RE is taught in a way that enables all pupils to flourish, inspiring them to explore, develop and affirm their own faith and values, while also developing respect, curiosity and understanding towards the faiths, beliefs, values and perspectives of others. Opportunities are used to make links to and reflect on our key values of love, respect and trust.

Through high-quality, explicit RE teaching, pupils have opportunities to reflect on and critically analyse a variety of beliefs and worldviews. They develop knowledge and understanding of the diversity that exists within and across different religious and non-religious worldviews, supporting our vision that everyone should be loved, valued, celebrated and represented. Pupils are encouraged to consider, express and evaluate their own views on a range of issues, while recognising that individuals and communities may hold diverse perspectives. We explore worldviews through the three disciplinary areas of theology, philosophy, and human and social sciences. This provides opportunities for pupils to reflect on how beliefs and worldviews shape the ways in which people understand themselves, the world and others; investigate claims about knowledge and truth; and explore how religion and belief influence people's lives and communities.

Through critically engaging with biblical texts and exploring core theological concepts, pupils develop knowledge and understanding of Christian beliefs and practices and consider the influence these may have on the lives of Christians. Pupils consider the impact and connection that Christianity has with Britain’s cultural heritage, as well as the lives and experiences of people around the world. Alongside this, pupils develop knowledge and understanding of other major world religions and a range of religious and non-religious worldviews through exploring examples of individual and communal beliefs, practices and experiences. This enables pupils to develop a greater understanding of the diversity of the world in which they live and to appreciate that people may experience, interpret and express their worldviews in different ways. Pupils are encouraged to consider, express and evaluate their own views on a range of issues and to engage respectfully with perspectives that may differ from their own.

Opportunities for enhancing the spiritual well-being of all learners are developed through the RE curriculum. Learning activities provide for the needs and experiences of all pupils, offering a safe and respectful space in which they can explore their own religious, spiritual and philosophical ways of seeing, living and thinking, believing and belonging. Pupils are encouraged to reflect on their personal worldview and to recognise that their understanding and perspectives may develop over time. RE also provides opportunities to engage in meaningful and informed dialogue with people who hold different worldviews, encouraging empathy, mutual respect and a willingness to listen and learn from others.

As identified in the Statement of Entitlement, all pupils can expect:

• RE to be a high-profile subject and a priority for those who lead their school.
• To be enabled to achieve highly in RE, irrespective of educational need or disadvantage.
• A sequenced curriculum where they will learn about a range of religious and non-religious worldviews and the diversity that exists within those worldviews.
• A balanced curriculum, using high-quality resources, where they engage with a range of ways of knowing, including theology, philosophy and the human and social sciences.
• Teachers who have secure RE subject knowledge and are able to deliver content accurately whilst having the ability to challenge common misconceptions.
• RE to be delivered in an objective, critical and pluralistic manner.
• RE classrooms, which are safe, supportive spaces where pupils can openly explore their own religious, spiritual, and/or philosophical ways of living, believing, thinking, and belonging.
• To be given the opportunity to articulate their personal worldviews and engage in meaningful, respectful dialogue with others.
• RE teaching which promotes religious and cultural understanding within communities and society.

Lessons in RE follow units from the Coventry and Warwickshire SACRE Syllabus and Understanding Christianity. Understanding Christianity enables pupils to develop a broad theological vocabulary and engage critically and thoughtfully with biblical texts. Key concepts within the ‘big story’ of the Bible are revisited throughout pupils’ learning, allowing them to deepen their understanding and build on prior knowledge. We also use resources from Christianity as a Global World Faith to explore the diversity within Christianity and to investigate different beliefs and practices.

SACRE units are based on key questions and use case studies to explore how people who follow different religious or non-religious worldviews might approach these questions. They recognise the diversity that exists both within and between communities and encourage pupils to reflect on their own personal worldview. We also use layover units that focus on particular organised worldviews, ensuring that pupils develop the substantive knowledge needed to engage meaningfully with wider questions and discussions.

Religious Education is taught weekly. Whole-school focus days, such as a time focusing on celebrations like Diwali and creating art work for the Spirited Arts competition, support and extend pupils’ learning. Visitors representing a variety of religious and non-religious perspectives, alongside educational visits, provide opportunities for pupils to encounter lived experiences of religion and worldview diversity. These experiences help pupils to develop a richer, more authentic understanding of individual and communal worldviews and the diverse ways in which people understand, express and live out their beliefs and values.