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Religious Education
BackReligious Education at Excelsior Academy aims to deepen pupils’ understanding of religion, belief and the diverse worldviews that shape human experience. Through a broad and balanced curriculum, pupils explore the beliefs, teachings, practices and values of major world religions alongside non-religious worldviews as well as develop their own views and positionality.
The curriculum encourages critical thinking, respectful dialogue and personal reflection underpinned by oracy and sources of authority. Pupils are supported to ask meaningful questions about theology, philosophy, life, purpose and ethics while developing empathy, open-mindedness and cultural awareness. Through the study of religion and belief, pupils gain the knowledge, concepts and skills needed to understand and engage with the diverse society in which they live locally, nationally and globally. This ensures that students develop knowledge, conceptual understanding, skills and their own positionality.
Students explore how the six principal global religions believe, live and express their beliefs and how within religions these can be expressed differently. Students also study non-religious worldviews. This ensures that students know about a range of religions and worldviews, sources of authority and how different life issues can be viewed. Students also express with increasing discernment their personal reflections and critical responses to questions and about diversity, identify, meaning and value, including ethical issues. As part of this, students explore what enables different individuals and communities to live together respectfully for the wellbeing of all, including British Values and protected characteristics. Our approach is:
- Thinking Through Believing (Theology)
- Thinking Through Thinking (Philosophy)
- Thinking Through Living (Social Sciences/Human Sciences)
- Sources of Authority/Sacred Texts
Our Religious Education curriculum links with multiple other subjects across the Academy, including PSHE, History and English, as well as Excelsior Reads.
The EA curriculum aligns with the Newcastle Locally Agreed Syllabus: https://www.servicestoschools.org.uk/
Subject Leader: Rachel.Jopling@excelsiornewcastle.org.uk
EA Foundations (Y5, Y6 and Y7)
Religious Education at EA Foundations
At Excelsior Academy Foundations, Religious Education (RE) follows statutory requirements and the Newcastle Agreed Syllabus, enabling pupils to explore a rich range of religious and non-religious worldviews. Through RE, pupils develop knowledge, understanding and respect while engaging with important questions about belief, values, identity, belonging, meaning, purpose and truth.
Our curriculum is organised around thought-provoking enquiry questions that encourage pupils to investigate, discuss and reflect upon different perspectives. Through the study of Christianity and a range of other religious and non-religious worldviews, pupils develop the knowledge and skills needed to understand the diverse society in which they live.
In Years 5 and 6, pupils explore topics such as religious freedom, discrimination, leadership, authority, pilgrimage, suffering, diversity and the role of religion in contemporary society. They consider how beliefs influence actions, traditions and ways of living, whilst developing an understanding of how culture, history and geography can shape the expression of faith and belief.
In Year 7, pupils build upon this foundation by exploring increasingly complex religious, ethical and philosophical questions. They investigate how beliefs and values influence individuals and communities, examine different responses to moral issues and consider the relevance of religion and worldviews in modern Britain and the wider world. Pupils continue to deepen their understanding of diversity within and between faiths while exploring themes such as justice, identity, human rights, conflict and community.
Throughout EA Foundations, pupils make connections between beliefs, worship, sacred texts, celebrations, places of significance and ways of living. They explore similarities and differences between worldviews and consider important ideas relating to equality, fairness, responsibility and peaceful coexistence.
Alongside developing substantive knowledge, pupils learn how to debate and discuss respectfully, analyse different sources of authority, evaluate evidence and consider a range of viewpoints. They are encouraged to reflect upon their own beliefs and values while listening carefully and respectfully to the experiences and opinions of others.
Intent
At Excelsior Academy, the aim of Religious Education is to help pupils acquire and develop knowledge and understanding of Christianity and other principal religions and worldviews represented in Britain and across the world. We seek to develop pupils' ability to make reasoned and informed judgements about religious, ethical and moral issues whilst enhancing their spiritual, moral, social and cultural development.
Religious Education is taught in a way that reflects the school's values and vision, making an important contribution to pupils' wider personal development. Alongside other curriculum subjects, particularly PSHE, RE plays a significant role in promoting understanding, respect and appreciation of different beliefs, cultures and traditions.
We believe that an enquiry-based approach enables pupils to develop critical thinking skills through investigation, discussion and independent reflection. Through this approach, pupils are encouraged to ask questions, explore different viewpoints and take ownership of their learning.
Through discussion and dialogue, pupils deepen their understanding of religious and non-religious worldviews while developing empathy, respect and appreciation for people whose experiences and beliefs may differ from their own.
Implementation
To ensure pupils make strong progress throughout EA Foundations, we have identified the key knowledge, concepts and skills that pupils should develop as they move through the curriculum.
Religious Education is delivered through an enquiry-based approach, encouraging pupils to investigate significant questions about religion, belief and human experience. Learning is carefully sequenced to build upon prior knowledge, allowing pupils to revisit and deepen their understanding of important concepts over time.
Pupils explore Christianity alongside a range of other religious and non-religious worldviews. Through each enquiry, pupils investigate beliefs, practices, sources of authority, celebrations, places of worship and the ways in which faith and belief influence everyday life.
Opportunities for Spiritual, Moral, Social and Cultural (SMSC) development and British Values are embedded throughout the curriculum. Pupils are encouraged to compare different beliefs and practices, identify similarities and differences and consider how diverse communities can live together respectfully and harmoniously.
Teaching includes discussion, debate, source analysis, reflection and investigation, allowing pupils to develop both substantive knowledge and disciplinary skills. Through these activities, pupils learn how to think critically, communicate effectively and consider issues from multiple perspectives.
Impact
Through Religious Education, pupils develop a secure understanding of a range of religious and non-religious worldviews and how these influence individuals, communities and societies.
Pupils are able to make meaningful links between their own experiences and those of people from different backgrounds. They develop the confidence to discuss complex questions about belief, morality, identity and society in a respectful and thoughtful manner.
Outcomes in pupils' work demonstrate increasing knowledge, understanding and use of subject-specific vocabulary, alongside the ability to analyse, compare and evaluate different viewpoints.
Religious Education acts as a bridge between many areas of learning, supporting pupils' understanding of social issues, culture, history, citizenship and life in modern Britain. Through RE, pupils develop respect for diversity and gain a deeper appreciation of the varied beliefs, traditions and experiences that shape communities locally, nationally and globally.
At Excelsior Academy, we want pupils to leave EA Foundations as knowledgeable, curious and respectful young people who are equipped to engage thoughtfully with the diverse range of beliefs and worldviews they will encounter throughout their lives.
Withdrawal from Religious Education
In England, parents and carers have the right to withdraw their children from Religious Education (RE). This right exists for all pupils in all types of schools. Parents and carers may also request that their child be withdrawn from specific parts of RE and can do so without providing a reason.
Religion and belief continue to play an important role in public life, making it valuable for all pupils to have opportunities to engage with RE. However, a parent or carer may request that their child be excused from all or part of Religious Education lessons.
Parents and carers considering withdrawal are encouraged to familiarise themselves with the aims and content of the RE curriculum and are welcome to discuss this with the school if they wish. It should be made clear whether the withdrawal relates to the entire RE curriculum or only specific elements of it.
If you wish to withdraw your child from RE, or parts of RE, please contact Jill Cullen, Head of EA Foundations.
Important: Limitations to Withdrawal
If pupils are withdrawn from RE, the school has a duty to supervise them but is not required to provide alternative teaching. Pupils may be asked to work independently in another area of the school, such as the library, a breakout space or another classroom, where appropriate.
Whilst parents and carers have the right to withdraw their child from RE, they should be aware that pupils may encounter discussions about religions, beliefs and wider aspects of faith in other areas of the curriculum, from which there is no right of withdrawal.
From time to time, pupils may raise spontaneous questions about religion, or related topics may arise naturally in subjects such as History, Citizenship or Personal, Social, Health and Economic (PSHE) education. For example, schools promote community cohesion and help pupils understand identity, diversity, feelings and emotions within both religious and non-religious contexts.
| Term | Year 5 | Year 6 | Year 7 |
|---|---|---|---|
| Autumn | Why do people have to stand up for what they believe in? | Why does religion look different around the world? (Part 1) | What is a religion? |
| Why doesn’t Christianity always look the same? | Why does religion look different around the world? (Part 2) | What is a religion? | |
| Spring | What happens when we die? (Part 1) | Why is it better to be there in person? | What does it mean to be a Christian? |
| What happens when we die? (Part 2) | Why is there suffering? (Part 1) | What does it mean to be a Christian? | |
| Summer | Who should get to be in charge? | Why is there suffering? (Part 2) | What does justice mean? |
| Why are some places in the world significant to believers? | What place does religion have in our world today? | What does justice mean? |
Year 5 Curriculum
| Topics: Why do people have to stand up for what they believe in? | |
|---|---|
| What pupils will know |
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| What pupils will be able to do |
|
| Assessment |
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| Topics: Why doesn’t Christianity always look the same? | |
|---|---|
| What pupils will know |
|
| What pupils will be able to do |
|
| Assessment |
|
| Topics: What happens when we die? (Part 1) | |
|---|---|
| What pupils will know |
|
| What pupils will be able to do |
|
| Assessment |
|
| Topics: What happens when we die? (Part 2) | |
|---|---|
| What pupils will know |
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| What pupils will be able to do |
|
| Assessment |
|
| Topics: Who should get to be in charge? | |
|---|---|
| What pupils will know |
|
| What pupils will be able to do |
|
| Assessment |
|
| Topics: Why are some places in the world significant to believers? | |
|---|---|
| What pupils will know |
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| What pupils will be able to do |
|
| Assessment |
|
Year 6 Curriculum
| Topics: Why does religion look different around the world? (Part 1) | |
|---|---|
| What pupils will know |
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| What pupils will be able to do |
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| Assessment |
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| Topics: Why does religion look different around the world? (Part 2) | |
|---|---|
| What pupils will know |
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| What pupils will be able to do |
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| Assessment |
|
| Topics: Why is it better to be there in person? | |
|---|---|
| What pupils will know |
|
| What pupils will be able to do |
|
| Assessment |
|
| Topics: Why is there suffering? (Part 1) | |
|---|---|
| What pupils will know |
|
| What pupils will be able to do |
|
| Assessment |
|
| Topics: Why is there suffering? (Part 2) | |
|---|---|
| What pupils will know |
|
| What pupils will be able to do |
|
| Assessment |
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| Topics: What place does religion have in our world today? | |
|---|---|
| What pupils will be know |
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| What pupils will be able to do |
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| Assessment |
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Year 7 Curriculum
| Topic: How do we define religion? | |
|---|---|
| What pupils will know |
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| What pupils will be able to do |
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| Assessment | How: Microsoft Form Quiz When: at the end of each topic |
| Topic: What does it mean to be a Christian? | |
|---|---|
| What pupils will know |
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| What pupils will be able to do |
|
| Assessment | How: Microsoft Form Quiz When: at the end of each topic |
| Topic: What does justice mean? | |
|---|---|
| What pupils will know |
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| What pupils will be able to do |
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| Assessment | How: Microsoft Form Quiz When: at the end of each topic. |
EA Horizons (Y8, Y9, Y10 and Y11)
Aims of the EA Horizons Religious Education Curriculum
Across Years 8, 9, 10 and 11, pupils develop their understanding of major world religions, non-religious worldviews and key religious concepts including belief, worship, ethics, authority and identity. The curriculum encourages pupils to explore philosophical, theological and ethical questions whilst developing the knowledge and skills needed to engage thoughtfully with the diverse beliefs and experiences found in modern Britain and the wider world.
Learning is carefully sequenced to deepen knowledge, understanding and critical thinking over time. Pupils examine how religious and non-religious beliefs influence individuals, communities and societies, whilst developing the ability to analyse, evaluate and communicate their own ideas respectfully and confidently.
Through the study of a range of worldviews, pupils explore important themes such as justice, morality, equality, human rights, relationships, identity and the meaning and purpose of life. They are encouraged to consider different perspectives, challenge assumptions and engage in respectful debate about complex issues.
By the end of Year 11, pupils are well prepared for further study and active citizenship, having developed the knowledge, skills and understanding needed to participate positively in an increasingly diverse and interconnected world.
Year 8
In Year 8, pupils explore the nature and purpose of religion and belief, developing an understanding of both religious and non-religious worldviews, including Humanism. They examine Christianity as a lived faith and consider how beliefs influence identity, values and everyday life.
Pupils investigate philosophical and ethical questions surrounding justice, fairness and responsibility, whilst developing the skills needed to reflect critically on different beliefs and perspectives.
Year 9
In Year 9, pupils deepen their understanding of religious identity, belief and practice through the study of religions such as Sikhism and Hinduism. They explore how key teachings, traditions and practices shape the lives of believers and contribute to communities around the world.
Pupils are also introduced to philosophical questions surrounding suffering, evil and human experience, considering how both religious and non-religious worldviews respond to some of life's most challenging issues.
Years 10 and 11
In Years 10 and 11, pupils examine a range of contemporary ethical, philosophical and theological issues, drawing upon their knowledge of religious and non-religious worldviews to support informed discussion and analysis.
They explore topics such as relationships, human rights, equality, conflict, peace, justice and moral decision-making, considering how different beliefs influence opinions and actions in modern society.
The curriculum enables pupils to consolidate prior learning whilst developing greater depth of understanding when responding to real-world issues, debates and challenges. Through discussion, evaluation and reflection, pupils strengthen their critical thinking, reasoning and communication skills, preparing them for further study, employment and life in a diverse society.
Withdrawal from Religious Education
In England, parents and carers have the right to withdraw their children from Religious Education (RE). This right exists for all pupils in all types of schools. Parents and carers may also request that their child be withdrawn from specific parts of RE and can do so without providing a reason.
Religion and belief continue to play an important role in public life, making it valuable for all pupils to have opportunities to engage with RE. However, a parent or carer may request that their child be excused from all or part of Religious Education lessons.
Parents and carers considering withdrawal are encouraged to familiarise themselves with the aims and content of the RE curriculum and are welcome to discuss this with the school if they wish. It should be made clear whether the withdrawal relates to the entire RE curriculum or only specific elements of it.
If you wish to withdraw your child from RE, or parts of RE, please contact Mark Foster, Headteacher of Excelsior Academy.
Important: Limitations to Withdrawal
If pupils are withdrawn from RE, the school has a duty to supervise them but is not required to provide alternative teaching. Pupils may be asked to work independently in another area of the school, such as the library, a breakout space or another classroom, where appropriate.
Whilst parents and carers have the right to withdraw their child from RE, they should be aware that pupils may encounter discussions about religions, beliefs and wider aspects of faith in other areas of the curriculum, from which there is no right of withdrawal.
From time to time, pupils may raise spontaneous questions about religion, or related topics may arise naturally in subjects such as History, Citizenship or Personal, Social, Health and Economic (PSHE) education. For example, schools promote community cohesion and help pupils understand identity, diversity, feelings and emotions within both religious and non-religious contexts.