What are the aims and purpose of our curriculum?

This curriculum prepares pupils to navigate the diversity of religious and non-religious worldviews they may encounter at school and throughout their lives. Pupils will build their understanding of religious and non-religious worldviews in human life, their teaching and traditions as well as the day-to-day experience of followers. Our aim is that through studying these, pupils understand the place of religion and non-religion in Britain today.

What overarching curriculum principles inform the design of our curriculum?

This principle recognises the important role that knowledge, and vocabulary as a particularly important type of knowledge, plays in learning. Units are driven by questions rooted in a particular discipline so that pupils learn about how to know as well as the knowledge itself. For example, our year 7 unit ‘Prophets: How are Abrahamic faiths connected through prophets?’ uses theological methods such as hermeneutics (interpreting the meanings of texts and the context in which they are written). Pupils will interpret texts from the Torah, Old Testament and Qur’an to examine how there is agreement and divergence between Christians, Jews and Muslims. We identify and map vocabulary across the curriculum, both in terms of the introduction of new vocabulary and the necessary repetition of vocabulary that has gone before. New vocabulary, called keywords, are signalled in bold in our lesson materials to indicate their importance. Pupils are introduced to concepts such as ‘God’, ‘covenant’, and ‘dharma’ early in key stage 1, and then develop their understanding of these complex concepts, in multiple contexts, throughout the curriculum. Disciplinary knowledge is embedded in the curriculum and is developed over time. For example, pupils will progress from examining the deeper meanings a Christian might find in the story of the Lost Son in key stage 1 to analysing how theologians have debated how women are portrayed in the Bible in key stage 3.

A careful and purposeful sequencing of our curriculum content underpins its design, ensuring that pupils are able to build on and make links with existing knowledge. For example, pupils are first introduced to the concept of dharma in key stage 1 when they learn about different meanings of Hindu stories linked to compassion and truth. In key stage 2, this concept is developed through stories in the Ramayana where figures such as Rama and Sita embody dharma. Later in key stage 2 the curriculum is broadened to look at dharmic traditions such as Sikhi and Buddhism. This concept is further developed in key stage 3 where pupils will compare ideas of dharma and trace differences in historical interpretations as well as contemporary attitudes. Attention is paid to vertical coherence via threads, which map the developments of concepts over time, for example our ‘Expressing belief’ thread.

Our evidence-informed approach enables the rigorous application of research outcomes, science of learning and impactful best practice both in education in general and at a subject specific level. For example, the design of our resources reflects findings from Sweller’s cognitive load theory and Mayer’s principles of multimedia learning whilst our lesson design draws on Rosenshine’s principles of instruction. We also draw on findings from research organisations such as the Education Endowment Foundation (EEF).

Our flexible approach enables schools to use our resources in a way that fits their context and meets the varying needs of teachers and their pupils. Our curriculum can be used in its entirety or units can be selected to complement existing curricula or meet most local SACRE syllabus requirements. Our resources are adaptable so that, for example, teachers can add local context, can edit or add checks for understanding, or adapt practice tasks to better reflect the prior knowledge of their pupils. For example, when pupils learn about ‘what makes places of worship sacred?’ the case studies can be easily adapted to include local places of worship and interest. At key stage 4 we exemplify six themes aligned to the most frequently used exam board specifications for GCSE RS, so teachers and pupils can select a pathway for AQA, Edexcel or Eduqas as appropriate.

Our commitment to breadth and diversity in content, language, texts and media can be seen throughout the curriculum, for example in the group of diverse school age characters that feature in our resources. From the very first units in key stage 1 pupils will learn that people can be both religious and non-religious. They will meet case studies of humanists naming a child alongside different types of Christians. Case studies enable pupils to understand that religion is inherently diverse, that everyone has a worldview and that it is a global phenomenon. For example, we look at harvest festivals in Nigeria to enable pupils to understand that the majority of Christians are found in the global south.

‘Continuity, change and diversity’ is one of the threads through the curriculum (see Curriculum Coherence below) through which pupils learn about religious and non-religious worldviews. For example, in key stage 2 pupils will look at the way in which Christmas is now celebrated by Christians as well as others with both religious and non-religious worldviews. In addition, pupils will learn that there is diversity within, as well as, between worldviews. For example, looking at how liberal, orthodox, and secular Jews might celebrate Pesach and Rosh Hashanah in key stage 2 and examining different forms of lay and monastic Buddhist communities in key stage 3.

Our curriculum is intentionally designed to facilitate high-quality teaching as a powerful lever to support pupils with SEND. Aligned with EEF guidance, our resources have a focus on clear explanations, modelling and frequent checks for understanding, with guided and independent practice. We use stories to enable pupils to understand abstract and complex concepts. For example, in key stage 1 pupils study stories of the Prophet Muhammad as a way of exploring the centrality of his character for Muslims. Lessons are chunked into learning cycles, redundant images and information are minimised and the narrative that accompanies our stories and explanations are contained in a separate document, rather than on slides to manage cognitive load. We have removed reference to year groups in our resources so that they can be used when pupils are ready, regardless of their age. Our resources are purposefully created to be accessible, for example by using accessible fonts, colours with good contrast, and captions in our videos.

What subject specific principles inform the design of our curriculum?

The diversity and complexity of religious or non-religious worldviews, nationally and globally

We introduce pupils to a breadth of case studies as an essential way of understanding the diversity within religious and non-religious worldviews. For example, pupils learn how different people relate to rituals such as baptism or naming a child. We build complexity by introducing pupils to different worldviews within religion, such as Shi’a pilgrimage to Karbala in key stage 2. We also explore the reasons for our religious landscape in the UK and how people live religion differently around the world. For example, we study Buddhist communities in both the UK and Asia.

Opportunities for pupils to build an awareness of their own presuppositions and values; draw on their own experience; and interpret the significance and meaning of what they have been taught.

We acknowledge that pupils approach RE from their own position or perspective, influenced by their values, experiences, and sense of identity. Our curriculum enables pupils to reflect on their own perspective when they encounter different people, worldviews or subject content. For example, after learning about reconciliation in South Africa, pupils reflect on the idea of forgiveness. In key stage 3 pupils examine how different Sikhs might understand the concept of sewa in relation to equality and then relate this to their own position.

Developing knowledge of scholarly approaches and methods within RE (and the wide range of related disciplines including theology, philosophy and social sciences from which the subject draws).

Our curriculum develops pupils’ understanding of disciplines and methods in RE. Each unit is driven by one of three disciplines; social science, philosophy or theology. Pupils will learn about and apply disciplinary questions, tools and methods. For example, social science drives a key stage 2 unit on pilgrimage, as pupils explore case studies of followers who made pilgrimage and consider what they might tell us about the impact of pilgrimage.

How does our curriculum reflect the aims & purpose of the national curriculum?

There is currently no national curriculum for RE. Our curriculum builds upon the extensive work that has been undertaken within the subject community and aims to align with the National Content Standard for RE in England developed by the Religious Education Council of England and Wales. This seeks to establish a benchmark for high quality religious education. We have carefully selected our content using the principles in the National Content Standard in order to allow pupils to progressively build up their knowledge of religious and non-religious worldviews and their place in the world today. We have thought about when different worldviews are introduced and how the learning builds. For example, we introduce pupils to Hindu worldviews in key stage 1, revisiting them in key stage 2 with a depth study of Sikh worldviews. Buddhist worldviews are introduced in key stage 2 and deepened in key stage 3. This approach means pupils will build up a detailed understanding of dharmic traditions.

What teaching time does our curriculum require?

Our curricula for key stages 1-3 are designed for 36 weeks of curriculum time across the school year, leaving time for other activities both within and beyond the curriculum such as assessments or school trips. At key stage 4, year 10 also has 36 weeks of curriculum time, but year 11 has only 24 weeks (approximately 2 terms) to recognise that schools will not be teaching new content in the run up to the GCSE exams.

At key stages 1-3, our RE curriculum has been designed to teach one weekly lesson, approximately 40 minutes long in key stage 1 and 50 minutes to an hour in key stages 2 and 3. At key stage 4 we have provided approximately two one hour lessons per week for the GCSE course, with flexibility and choice across both the beliefs and practices of different religions (Year 10) and different thematic studies (Year 11) required to meet exam board specifications.

We understand that exact time dedicated to RE can vary greatly between schools due to differences in curriculum planning, resource allocation and school-specific priorities. Therefore we fully expect and encourage teachers to adapt our curriculum and resources to best suit their needs and available curriculum time.

We use threads to signpost groups of units that link to one another, which together build a common body of knowledge over time. We use the term thread, rather than vertical concepts, themes or big ideas because it helps to bring to mind the visual concept of a thread weaving through the curriculum.

Our RE threads that weave through both our primary and secondary curricula are:

In RE our threads are complex substantive concepts that run through the entire curriculum. Our six threads blend elements both from the core statements of the National Statement of Entitlement (in the National Content Standard for Religious Education) and from Barbara Wintersgill’s ‘Big Ideas in RE’. Every unit in the curriculum links to one thread, although nearly all units will also touch on other threads. As pupils progress through the curriculum and revisit a thread they will build up their understanding of religious and non-religious worldviews. For example, the thread 'authority and influence’ in key stage 2 allows pupils to learn about the teachings and influence that Jesus and Prophet Muhammad have on many Christians and Muslims. This thread builds up to consider the role of religious law in religious worldviews and wider society in key stage 3. Consistent threads across our primary and secondary curricula can enable more effective transition, helping pupils to bridge their knowledge and understanding from primary to secondary.

Recommendations from subject specific reports

How does our curriculum address and enact recommendations from subject specific reports (e.g. EEF guidance reports & Ofsted Research Review)?

The Ofsted religious education research review (2021) and subject report ‘Deep and meaningful?’ (2024) showed that strong curricula are those guided by a careful selection of content that allows pupils to gain a deep understanding of the place of religion and non-religion in the world. Our curriculum achieves this by the use of threads and disciplinary enquiry questions which guide the selection of content. This allows pupils to build a deep understanding of concepts such as covenant and dharma for example, or, to revisit key stories such as the revelation of the Qur’an and the birth of Jesus. The Ofsted subject report also highlighted concerns around teaching superficial aspects of religion leading to misconceptions. To address this, our curriculum uses case studies to show that diversity within religion is normal, for example by using case studies of different mandirs, churches and synagogues in key stage 1 and 2.

How does our curriculum deal with elements that arise from the specific needs of the subject?

How do the disciplines of theology, social science and philosophy underpin the RE curriculum?

Religious education is a multidisciplinary subject. We recognise that the field of study for religious education is best explored using diverse ways of knowing. In our curriculum we have identified these disciplines, or ways of knowing, as theology, philosophy and social science. Using the questions and methods of these respective academic fields of study alongside religious and non-religious worldviews is an important way of unlocking the substantive knowledge in the curriculum.

In practice this means each unit in the curriculum is driven by a single discipline which frames the enquiry question that pupils will study. Within a unit pupils learn about worldviews and also be introduced to questions and methods related to the discipline. For example, the year 6 unit ‘Worldviews: How is our country and community changing?’ pupils will be using questions and methods asked by social scientists. They will look at census results nationally and locally, comparing their locality to the national picture. They will ask questions about what the data shows and why it might be different. Although each unit enquiry is driven by a particular disciplinary question, pupils may also use other tools and methods in the course of the enquiry. For example, in a theological unit looking at the deeper meaning of stories, pupils will also look at case studies to see the impact of them today.

Which religious and non-religious worldviews are taught in this curriculum?

When selecting content for this curriculum we were guided by our subject principles and threads to create enquiries that focus on a key question and are driven by a particular discipline. In order to reflect the diverse society in which we live, pupils meet case studies of Christians, Jews, Hindus, Humanists and Muslims early in key stage 1. In key stage 2, pupils revisit Christians, Jews, Hindus, Humanists and Muslims, as well as learning about Sikhs and Buddhists. In key stage 3 pupils revisit these worldviews, often approaching them thematically. For example, in year 7 pupils will investigate prophethood in Abrahamic traditions.

What is the relationship between this curriculum and the locally agreed syllabus for RE?

In line with the DfE's guidance, in all maintained schools RE must be taught according to either the locally agreed syllabus or in accordance with the school’s designated religion or religious denomination, or in certain cases the trust deed relating to the school. Therefore where any maintained school is following a locally agreed syllabus through its SACRE or other denominational syllabus, it may wish to consider how to use specific Oak RE units, lessons or resources flexibly to help fulfil the requirement of their particular syllabus.

For example, if a syllabus specifies that the Prophet Muhammad should be studied at key stage 2, the content of our unit in Year 4 may be helpful. Teachers may also want to use and adapt content in our curriculum to meet the needs of their local context. For example, the local syllabus may have a unit that looks at churches, synagogues or mosques in the local area. Teachers could use case studies in this curriculum and then adapt them so pupils can make comparisons with places of worship in their own area.

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Theology

In this unit, pupils will examine how different Christian and humanist families welcome a new baby. They will make connections between the idea of welcome and dedication - comparing religious and non-religious ceremonies to see similarities and differences.

Welcoming new life

Christian baptism of a baby

Christians dedicate a child to God

Humanists celebrate new life

Welcoming a foster child into the family

Welcoming a new family member with or without God

New life: how is a new child welcomed?

In this unit pupils will study the centrality of Jesus for most Christians through   the story of his birth. Pupils will learn the term incarnation to describe Jesus as God's son. They will see how different Christians portray Jesus through art, and explore how Jesus' birth inspires acts of charity.

The birth of Jesus told in the Bible 

The birth of Jesus in different Gopels

The birth of Jesus shown in art

The birth of Jesus: the Incarnation 

The birth of Jesus: Christian responses through charity

The birth of Jesus: Christmas around the world 

Jesus: why is he so important to Christians?

In this unit pupils will explore the idea of belonging to a religious community through case studies of Jewish and Christian families. They will hear from different Jews to see that Shabbat can be marked in diverse ways and understand that churches can take many forms in Christianity.

The idea of belonging

Shabbat in a Jewish home

Shabbat at the synagogue

Holy Communion in a Christian church

Belonging to a house church

Belonging to an interfaith community 

Communities: what does it mean to belong?

This unit will examine the idea of care through a focus on two worldviews: Christianity and Islam. Pupils will investigate two stories that they will return to later in the curriculum. They will see how Christians and Muslims have interpreted these stories to care for others today.

Thought experiment: the idea of care

The story of the Good Samaritan 

The Good Samaritan:  Christian caring today

The story of Muhammad and The Hungry Stranger

The Hungry Stranger: Muslim caring today

How faith can inspire others to care

Caring: how do stories inspire actions?

In this unit pupils will explore the idea that stories in religious and non-religious traditions often have a deeper meaning beyond the simple narrative. They will examine stories from Christianity, Islam and Humanism and act as interpreters to find these hidden meanings.

Stories and deeper meanings

The story of the Lost Son

The Parable of the Lost Son: hidden meanings 

Muslim stories: the Crying Camel

Muslim stories: The Ants

The story of the Starfish Thrower 

Stories: how do different people find deeper meanings?

In this unit pupils will be introduced to the different explanations that people have for the origin of the world. They will learn the creation stories common to Christians, Jews and Muslims as well as how humanists explain the origin of the universe.

The idea of beginnings

The creation story in the Bible

Christian views of creation

Muslim views of creation

Humanist views of the world

Creation: different interpretations

The World: How do different people explain how it started?

Philosophy

In this unit pupils begin to explore the idea of covenant using a theological lens. They learn the story of Abraham and also look at other key stories in the Torah and Old Testament that talk about promises between God and humans.

Shared stories

Noah and the Rainbow

The calling of Abraham

The story of Abraham and Sarah

The story of Joseph

Jesus: waiting for a promise to be fulfilled

The Bible: what does it say about God's promises?

In this unit pupils will investigate how Christians and Jews celebrate the natural world. They will examine case studies that to understand that there may be similarities and differences around the world. They will examine the concept of stewardship in Christianity and Jewish idea of tikkun olam.

Celebrating the seasons

Harvest festival in UK

Harvest festival in Nigeria

The Jewish festival of Sukkot

The fesitval of trees and Tikkun Olam

The Hindu festival of Holi 

Festivals: How do they celebrate the natural world?

In this unit pupils begin to explore the Hindu Dharma. Through four stories they will draw out key ideas about the divine, compassion and pluralism that they will revisit throughout the curriculum.

The story of the Blind Men and the Elephant

The Blind Men and the Elephant: deeper meanings

The story of the mouth of Krishna

The mouth of Krishna: deeper meanings

The story of waiting for God

The story of waiting for God: deeper meanings

Hindus: what do Hindu stories teach about life and the world?

In this unit, pupils consider a philosophical question: 'do we need rules to live by?' They answer this through first examining how many Jews and Christians frame an answer through the Ten Commandments. They then explore how dharma offers another way of living. Finally they look at humanist ideas.

The Ten Commandments

The Ten Commandments: Jewish and Christian perspectives

Dharma: Ganesha's race around the world

Case study: Dharma in action

The Fox and the Stork: Humanist perspectives

Creating rules to live by

Choices: Do we need rules to live by?

In this unit pupils build on their understanding of belonging to investigate similarities and differences between churches, synagogues and mosques. They will explore how their is diversity within religious buildings as well as between worldviews.

Belonging to a church

How churches differ

Belonging to a mosque

How mosques differ

Belonging to an Orthodox synagogue

How synagogues differ

Places of worship: what makes them sacred?

In this unit, pupils will focus on the concept of prayer. They will gain an understanding of how the Lords prayer provides a template for many Christians, but that there is diversity. From this they will examine how prayer in Islam functions. Finally they will consider humanist responses to prayer

Defining prayer

The Lord's prayer

Different Christian prayers

Prayer in Islam

Humanist and non religious reflection

Prayer and reflection: the value today 

Prayer: Is it possible to speak to God?

This unit allows a deep study of Islam through the concept of harmony. Pupils will know that, for Muslims, Allah has created a world designed to be in harmony. Prayer and fasting are key pillars that enable a Muslim to achieve that harmony with God.

Allah and harmony

The Shahadah: harmony through faith

Salat: finding harmony through daily prayer

Mosque: finding harmony through praying together

Sawm: finding harmony through fasting

Ramadan and harmony

Muslims: how does prayer and fasting help Muslims find harmony?

In this unit pupils investigate two festivals: Diwali and Christmas. They make links between the concept of dharma and the celebrations at Diwali. They investigate how Diwali is changing in recent times. In addition, they analyse how Christmas has changed in its meaning in the UK today.

The Ramayana: Dharma in action

Celebrating Diwali in India and the UK

Celebrating Diwali: light and darkness

Preparing for Christmas

Celebrating Christmas in the UK today

Celebrating seasons: Winter solstice

Festivals: How do ancient stories influence modern celebrations?

In this unit pupils will investigtate the concept of covenant through a depth study of Pesach (Passover). They will revisit the story of Abraham before learning the Exodus narrative. They will how Pesach is the most significant Jewish festival and what has changed and what has stayed the same.

Abraham and the promise to the Jewish people

Moses and the Exodus

The significance of Moses to different Jews

The story of Pesach

Pesach in a Jewish family

Pesach: adapting to life in Britain today

Pesach: How do Jews remember God's covenant?

In this unit pupils will learn the story of the Passion narratives of the death and resurrection of Jesus. From a theological study of this story, the will investigate different Christian interpretations of the significance of this event. Case studies will allow them to see diversity.

KS1 & KS2 religious education curriculum

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