Religious Education
Religious Education curriculum vision
Religious Education is a core subject alongside English, Maths and Science at St Egwin’s. We are rightly proud that the RE curriculum has been built around our distinct Christian vision, helping all pupils to flourish. The St Egwin’s RE curriculum is underpinned by our values of love, respect, endeavour and follows the Church of England’s Statement of Entitlement and the Worcestershire Agreed Syllabus for 2025 – 2030.
Our vision is to teach a curriculum that prepares pupils for the opportunities, responsibilities and experiences of life in modern Britain. Our RE curriculum is devoted to our vision: Our community fosters dignity by valuing every individual and their God-given uniqueness. We endeavour to act justly, showing love and respect. We thrive through growing resilience and living together gratefully with joy.
As a Church of England school, we take pride in RE being an underpinning subject for the cultures and the values of our school. We celebrate Christianity as a living and diverse global faith, that focuses on the teaching of Jesus and the Church. Christianity is the majority religion studied in each year group but as an inclusive community, our curriculum includes learning about a range of religions and worldviews fostering respect for others.
We build on and celebrate key themes that are raised and discussed through Collective Worship and are proud that RE gives a vehicle for pupils to share their ideas in a respectful and empathetic environment.
Our vision is that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living. The curriculum content introduces new knowledge but allows pupils to build on knowledge acquired in previous modules to help them develop their understanding and appreciation of all that RE facilitates.
RE at St Egwin’s aims that all pupils:
· Know about and understand Christianity as a diverse global living faith through the exploration of core beliefs using an approach that critically engages with biblical text
· make sense and understand the impact of a range of religious and non-religious beliefs
· make connections between religious and non-religious beliefs, concepts, practices, and ideas studied
· develop a respect for others and their differences irrespective of own worldview.
Year 6 | Year 7 | Year 8 |
1. An introduction to RE (transition) | 1. Should Christians be greener than everyone else? (Creation) 3.2 | 1.How are Sikh teachings on equality and service put into action today? (God/the Gurus/values/Panth) 3.12 |
2. Creation and Science: Conflicting or complementary ? 2.2 | 2. Why do Christians believe Jesus was God on earth? (incarnation) 3.6 | 2. Does the world need prophets today? (People of God) 3.4 |
3. Why do Hindus want to be good? 2.7 | 3. The Buddha: How and why do his experiences and teachings have meaning for people today? (Buddha/dhamma/sangha) 3.8 | 3. 2.How can people express the spiritual through the arts? 3.18 |
4. What do Christians believe Jesus did to save people? (salvation) 2.5 | 4. What is so radical about Jesus? (Gospel) 3.7 | 4. Why are people good and bad? (The fall) 3.3 |
5. What can be done to reduce racism? Can religion help? 2.13 | 5. What is good and what is challenging about being a Muslim in Britain today? (Imam/ibadah/Akhlaq) 3.10 | 5. What do people do when life gets hard? (Wisdom) 3.5 |
6. How do Christians decide how to live, what would Jesus do? 2.4 | 6. Good, bad; right and wrong: How do I decide? 3.14 |
Year 6 modules of study
Year 7 modules of study
Year 8 modules of study
C of E Statement of Entitlement 2019
C of E Statement of Entitlement 2026
RE Enrichment Day
WORCESTERSHIRE LOCALLY AGREED SYLLABUS
Spirituality in the curriculum
Spirituality by its definition will be found in many ways and forms. Below are just some typical examples of where it may be found in our curriculum:
In Religious Education (RE):
- People, places, things, books, actions and ideas held by religious believers to be holy.
- Ultimate questions of meaning and purpose.
- Ideas of the divine / questions of God.
- Forms of worship.
- Use of music, art and drama to express beliefs.
- Varieties of beliefs, celebrations and rituals.
- Ideas of commitment and belonging to groups and institutions.
- The idea of mystery and questions with no clear answers.
Y8 RE Transition trip to PHHS
- What principles guide us in knowing right from wrong?
- How do we establish our own sense of morality?
- Is it okay to do good for self-rewards or to boost our self-esteem?
- The moral dilemma discussed at length was ‘Can it ever be right to do something that deliberately ends someone’s life? The pupils were given the real life scenario of ‘conjoined twins’ and asked to decide what they would do in that situation.
