Nurture, Cherish, Succeed

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Nurture, Cherish, Succeed

Nurture, Cherish, Succeed

  1. About Us
  2. Curriculum
  3. Religious Education

Religious Education





At Newbold Church School, Religious Education (RE) enables every child to flourish and to live life in all its fullness, helping them to have respect and dignity in order to live well together today and in the future.

Newbold Church School uses the Kapow Primary’s Religion and worldviews curriculum and aims to develop deep thinkers who are open-minded about religion and worldviews. We aim to ensure that our RE curriculum is relevant to pupils, reflecting and preparing them for life in modern Britain. Through the scheme, children will secure a deep understanding of concepts in order to be able to make connections, ask and respond to
challenging questions, learn to respect and appreciate worldviews that are different to their own and consider their personal preconceptions, responses and views.

Children will build their conceptual knowledge through studying religions and worldviews locally, nationally and globally in our progressive curriculum, enabling them to make links and connections between worldviews, develop disciplinary skills and build on their understanding of their
positionality in relation to their learning . By revisiting key ‘big questions’ and building on prior knowledge, pupils will learn about how religion and worldviews are lived experiences across the world, consider the impact of worldviews on society and have opportunities to consider their
personal worldviews.

By using Kapow Primary’s RE scheme of work, the RE lessons at Newbold Church School enable pupils to meet the government guidance, which states that RE must reflect that ‘the religious traditions in Great Britain are, in the main, Christian while taking account of the teaching and practices of the other principal religions represented in Great Britain’. 



RE at our school is a core subject, giving it a prominent and important role in the lives of all our pupils.

Reflecting the findings of the Ofsted Research review series: religious education (May 2021), our RE lessons have three strands running through them :

✔ Substantive knowledge (conceptual and worldviews related).
✔ Disciplinary knowledge.
✔ Personal knowledge.

These strands are interwoven across all units to create lessons that build children’s conceptual knowledge and understanding of religion and worldviews (substantive knowledge) and use a range of disciplinary lenses. Children will also be equipped to explore and express their preconceptions, personal worldviews and positionality (personal knowledge) through varied and engaging learning experiences.

Our Teaching of Religious Education follows a spiral curriculum model, where units and lessons are carefully sequenced so that previous conceptual knowledge is returned to and built upon. Children progress by developing and deepening their knowledge and understanding of
substantive and disciplinary concepts by experiencing them in a range of contexts. This can be seen in the Religion and worldviews: Progression of knowledge and skills.

Children begin to develop their awareness of religion and worldviews in Key stage 1, focusing on conceptual knowledge through the study of a limited range of religions and worldviews represented in the UK, including Christianity. This will support children in building knowledge they can refer to throughout their learning in Key stage 2 while encountering a greater range of religions and worldviews and considering further the diverse nature of religious and non-religious lived experience. Each unit includes overarching ‘big questions’ which will be revisited throughout key stage 1, lower key stage 2 and upper key Stage 2, allowing children to apply the breadth and depth of their learning across various concepts.

These ‘big questions’ are:

Why are we here?
Why do worldviews change?
What is religion?
How can worldviews be expressed?
How do worldviews affect our daily lives?
How can we live together in harmony if we have different worldviews?

A more specific, focused enquiry question frames the learning across each unit. Both the ‘big questions’ and the focused enquiry question will allow children to explore the content they are studying, make comparisons and links within and across religions and worldviews, and explore their
personal views.

Lessons are designed to be varied, engaging and hands-on, allowing children to learn and record their thoughts, answers and ideas in various ways. In each lesson, children will participate in activities involving disciplinary and substantive concepts, developing their knowledge and
understanding of diverse religions and worldviews.

Teaching staff are expected to adapt the learning  for every lesson to ensure that all pupils can access lessons, and opportunities to stretch pupils’ learning are available when required. Knowledge organisers support pupils in developing conceptual knowledge and schemata by summarising the key concepts covered in a unit and linking these to examples covered.

The Kapow Primary Religion and worldviews curriculum used to support theteaching of RE at Newbold Church School emphasises the importance of diverse representations within and across religions and worldviews, focusing on real people’s lived experiences of their beliefs.

The classroom offers a place of security within which difficult and risky questions can be tackled within a safe context. Children learn to appraise the value of wisdom from different sources and to express their insights in response and to agree or disagree respectfully. Teaching will equip pupils with knowledge and understanding of a range of religions and world views which will enable children to develop their ideas, values and identities. 


Our RE teaching and learning promotes the pupil’s SMSC by :

  • Developing their ability to be reflective about their own beliefs and perspective on life.
  • Having a knowledge of and respect for different people’s faiths, feelings and values.
  • Being willing to reflect on their own experiences.
  • Learning about themselves, others and the wider world in imaginative and creative ways.
  • Recognising the difference between right and wrong, applying this to their lives.
  • Appreciating the viewpoints of others in regard to ethical issues.
  • Engaging and cooperating effectively with people from a diverse range of belief systems.
  • developing a mutual respect and tolerance with those of different beliefs and faiths
  • Understanding the wide range of cultural influences in their heritage and that of those around them, appreciating the things we have in common.
  • Participating and responding positively to creative, artistic and musical opportunities.
  • Exploring and celebrating cultural diversity locally, nationally and globally.


The Church of England education office gives the following aims for Church Schools: 


  • To 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.
  • To gain knowledge and understanding of a range of religions and worldviews appreciating diversity, continuity and change within the religions and worldviews being studied.
  • To engage with challenging questions about the meaning and purpose raised by human existence and experience.
  • To recognise the concept of religion and its continuing influence on Britain’s cultural heritage and in the lives of individuals and societies in different times, cultures and places.
  • To explore their own religious, spiritual and philosophical ways living, believing and thinking.   

Religious Education termly planning and Coverage at Newbold Church School 


To see the long term planner for RE in Key Stage 1 - Click here

To see the long term planner for RE in Key Stage 2 - Click here


Summary of focus coverage (click on the focus title for access to Knowledge Organiser)


Year 1

Autumn Term 1  - How did the world Begin?

Exploring a range of creation stories in imaginative ways, children present their own ideas about creators and creation using art and language. They consider how creation stories help some people to understand what god is like


Autumn Term 2 - What do some people believe God looks like?

Looking at Islamic art, Hindu avatars and images of the Christmas story, children explore how different people understand God on Earth. They
consider these representations when creating their own artwork and talk about why putting ideas about God into words and pictures is challenging.


Spring Term 1 - What is God's Job?

Investigating the roles of God through stories and sacred texts, children look at the things God does and what this means to different people. Children imagine what they would do if they were God and retell stories from long ago using drama, props and art.


Spring Term 2 - Why should we care for the world?

Building on their understanding of creation stories, children study religious stories about the relationship between humans and nature. They
experience the Jewish festival of Tu BiShvat in the school grounds and use photographs to investigate how different people care for Earth


Summer Term 1 - How do we know that new babies are special?

Finding out about different ceremonies to welcome home a new baby through interviews, role play, videos and pictures. Children explore some of the symbolism in these ceremonies. They plan and take part in a ceremony to welcome a new cuddly toy to the class


Summer Term 2 - Why should we care for others?

Listening to stories from the Christian and Muslim worldviews and considering what these stories say about caring for others and how they impact people’s lives. Children recognise the different ways people can show they care, and use toy money and role play to explore charitable giving.


Year 2

Autumn Term 1  - Why do we need to give thanks?

Using a range of sources including survey data, children learn the beliefs around using offerings to show gratitude. They get hands on with artefacts used during puja and write their own lyrics for a song of thanks.


Autumn Term 2 - What do candles mean to people?

By investigating the many ways light is used in religious and worldview contexts, children explore different festivals through artwork and stories,
focusing on candles. They use natural resources to create advent wreaths and explore different hanukiah to develop their understanding of the
symbolism of candles during Hanukkah.


Spring Term 1 - How do we know some people were chosen in early life?

Building on their learning about how people view God on Earth, children hear stories from different perspectives about significant religious people’s early life. They use drama and art to bring these stories to life and understand the symbolism within them.


Spring Term 2 - What is a phrophet?

Asking questions about the stories they read, children find out more about the prophets Noah, Jonah, Moses, Muhammud and Guru Nanak. They take on the role of others when using hot seating and talk about things that puzzle them


Summer Term 1 - How do some people talk to God?

Thinking about the importance of communication in relationships, children look at the different ways people pray and why they think this is important. Exploring the objects that some people use during prayer and expressing their ideas about worship through art.


Summer Term 2 - Where do some people talk to God?

Building on their learning about prayer and worship, children look at buildings within their local area and beyond. Through investigating they
find out what the features of the buildings might show about people’s beliefs about god. Children design their own place of worship based on
their learning.



Year 3

Autumn Term 1  - What makes us Human?

Exploring ideas about spirituality, inner self and the soul, children interpret and use art to express beliefs about the soul and inner self and design a book cover and blurb for a book called ‘ What makes us human?’


Autumn Term 2 - Where do we get our morals from?

Reflecting on why people make choices about how to live a good life, children consider their views on what is right and wrong. They investigate
how some Jewish people use a tallit to help them remember guidance and explore objects that others may use in a similar way. Children write their own moral code mini-book inspired by their learning in this unit.


Spring Term 1 - Are Scriptures central to religion?

Building on their learning about guidance in religious texts, children investigate how scripture is used and treated by different people.
Using virtual or real-life visits to places of worship, they act as detectives to find evidence of place of scripture.


Spring Term 2 - What happens if we do wrong?

Making connections between their previous learning about the role of god and moral guidance, children explore the meaning of consequences to
different people. They design and play snakes and ladders style games based on learning beliefs about reincarnation.


Summer Term 1 - Why is water symbolic?

Looking at the many ways water is used in rituals and ceremonies, children will experience the symbolic use of water and learn about the historical connections water has in some religions. From this, they create poetry to express ideas about the symbolism of water.


Summer Term 2 - Why is fire used ceremonially?

Continuing to look at symbolism, children explore the use of fire in many ceremonies and as a symbol of remembrance. They design an eternal
flame to commemorate a particular person or event and create artwork inspired by the symbolic use of fire.


 Year 4

Autumn Term 1  - Are all religions equal?

Exploring the origins of some religions, children explore geographical and historical links and connections between some religions. They investigate Sikh and Bahá’í beliefs and practices that reflect unity and equality to plan a promotional video, poster or slide show for World
Religion Day


Autumn Term 2 - What makes some texts sacred?

Building on enquiry about the place of scripture in year 3, children look at different ways scriptures are used and what this shows about the value placed on them. They experience how the Guru Granth Sahib is treated like royalty and analyse information collaboratively.


Spring Term 1 - Just how important are our beliefs?

Finding out from first-hand accounts how people show commitment to their beliefs, children ask questions about why belonging to a religion
may be challenging. They carry out a survey and use a priorities pie chart to evaluate what is most important to different people.


Spring Term 2 - Who was Jesus?

Investigating texts, children find out about the historical figure of Jesus and consider his place in Jewish, Christian and Muslim teaching and how he is seen by different communities. They will find out more about the social and religious context that Jesus lived in and how this affected the way his actions were viewed at the time


Summer Term 1 - Why is the bible the best selling book of all time?

Using maps and historical learning, children see how Christianity spread across the world. They look at the different types of writing within the
bible and when it was written. They find out about how some Christians use their bibles and design a cover for their bible which reflects their


Summer Term 2 - Does the language of scripture matter?

Building on learning about the importance and place of scripture, children find out about the different languages scriptures are used in and what this reveals about different beliefs. They try their hands at Islamic calligraphy and retell the story of Martin Luther in a comic strip.



Year 5

Autumn Term 1  - Why do people have to stand up for what they believe in?

Thinking about religious freedom, children use historical and modern-day examples of people, such as Guy Fawkes, who have fought for their beliefs. They use debate and critical analysis activities to discuss controversial issues.


Autumn Term 2 - Why doesn't Christianity always look the same?

Thinking first as geographers and historians, children explore the spread of Christian beliefs worldwide. Through looking at artwork, history, case studies and first-hand accounts, they will investigate why, when their fundamental beliefs are the same, Christian worship looks so different in the UK and across the world. They will create freeze frames and breaking news articles as people from the past.


Spring Term 1 - What happens when we die?

Interpreting different sources of wisdom and beliefs about what happens when we die, children find out what different people from Abrahamic and non-religious perspectives do to mark someone’s death. They explore how this is linked with beliefs about the afterlife through scripture and write songs that reflect their learning.


Spring Term 2 - What happens when we die?

Continuing to investigate concepts relating to death, children learn the meaning of reincarnation and karma and compare these ideas with those
studied in part 1. They reflect on their own ideas about life after death and why they hold these beliefs. To conclude their learning, they collaborate to create a visual representation of their views on death, incorporating their own beliefs and those of different worldviews.


Summer Term 1 - Who should get to be in charge?

Exploring the different ways religious leadership and authority are determined, children find out what happens when people don’t agree.
They examine evidence, use debating techniques and develop their knowledge of democracy, bloodline and being ‘chosen’ to think critically
about the issues raised.


Summer Term 2 - Why are some places in the world significant to believers?

Using maps, pictures and texts, children investigate why some places are significant to some religions. They explore why this has sometimes caused wars and what places can tell us about beliefs and culture. Acting as historians, they use virtual visits to explore primary sources and what these can tell us about the past.


Year 6

Autumn Term 1  - Why does religion look different around the world?

Building on comparisons about the origins of the Abrahamic religions, children discover how some religious practices are observed. They
consider how culture, tradition, migration and interpretation can affect how someone practices their religion.


Autumn Term 2 - Why does religion look different around the world?

Building on their learning in part 1, children consider how interpretation can change how people practise their religion and worldview. They think about  the influence culture, history, geography and tradition have on how religion looks in different places and challenge their perceptions. After exploring why there are different Buddhist schools, they compare a range of practices by experiencing some of them in the classroom.


Spring Term 1 - Why is it better to be there in person?

Thinking back to previous learning about prayer and worship, children find out about significant journeys and pilgrimages and why going to a
particular place is so important to some people. They investigate the challenges of pilgrimage experiences and consider whether it is better
to go in person or virtually.


Spring Term 2 - Why is there suffering?

Discussing suffering, sin and free will, children find out what people from different worldviews think about this challenging question. Looking at
stories and analysing texts, they explore why some people turn to God in times of suffering whereas others take it as evidence that god does not exist. The children will write in different religious viewpoints to offer advice to someone experiencing a difficult time.


Summer Term 1 - Why is there suffering?

Developing their understanding of suffering, children look at alternative ideas about and responses to suffering through texts and
interviews. They look at accounts of people responding to the suffering of others and how their reaction is influenced by their worldview.


Summer Term 2 - What place does religion have in our world today?

Reflecting on all their learning in Religions and worldviews, children use a range of sources and skills to investigate the enquiry questions. Working in small groups or individually, they present their ideas and evidence to the class.


To find out more of the religious concepts that we cover, please click here

To find out more about the enquiry skills promoted in our RE lessons, please click here

Supporting SEND in RE

Children with SEND are able to access RE lessons with careful planning and specific adaptations.

Word banks, writing frames, use of computers and visual aids are some examples, as well as peer support, TA/teacher support, including 1-1 support for those children who may require this.

As with all other areas of the curriculum, we use SEND codes to show how we will adapt our teaching to ensure all children are fully supported. This may include reducing the writing aspect of the subject to enable children with Dyslexia to fully participate.

As part of our monitoring processes we ensure that children with SEND are able to fully access all aspects of the RE curriculum. 


The impact of our RE curriculum is constantly monitored through both formative and summative assessment opportunities. Each unit has a unit quiz and a knowledge catcher, that are used at the end of the unit to provide a summative assessment.  


Pupils at Newbold Church School are equipped with a range of disciplinary skills and knowledge to enable them to succeed in their secondary education. They are prepared for life in modern Britain, being able to interact with others from different religious and non-religious viewpoints in a respectful, knowledgeable and open-minded way. They are enquiring learners who ask questions and make connections. They are confident to explore their personal worldview and have the skills to appreciate, evaluate and respond to religious, philosophical and ethical questions.


Children at Newbold Church School will:

● Know and understand religious concepts relating to beliefs, practices,
community and belonging, and wisdom and guidance.

● Develop an understanding of the influence of organised and personal worldviews on individuals, communities, countries and globally.

● Understand some of the ways religions and worldviews are studied (disciplinary knowledge).

● Develop understanding of their relationship with the content studied, being able to talk about their assumptions and preconceptions (personal knowledge).

● Build secure vocabulary which allows them to talk confidently and fluently about their learning.

● Answer questions about worldviews through an enquiry-based approach including investigating, interpreting, evaluating, applying and expressing.

● Talk about the similarities and differences between their own and others beliefs with respect and open mindedness.

● Understand the lived experiences of religious and non-religious worldviews to be diverse within and between people and communities.

● Develop an understanding of the ways in which personal and organised worldviews may develop and change across time and place.

Whole School RE day - Epiphany Day 

Today we spent time finding about Epiphany and what this means for Christians around the world. Each class completed a variety of activities. There was drama, painting, crown making, poetry writing and singing to name just a few! A highlight of the day was coming together in Collective Worship to share what we had done with each other. It was a very interesting, creative and fun day for all.

Whole School RE day  - Our Church

 What a lovely time we had today exploring our beautiful church. Unfortunately we couldn't go inside the church today, but that didn't matter as there was so much to see and do in the churchyard!

We studied and sketched the building and noticed things that we had never noticed before, such as gargoyles and different types of bricks and stones.

The churchyard was fascinating and so much bigger than we realised. We explored every inch of the churchyard and had time to read gravestones, sketch and take photographs, take headstone prints and notice the trees, plants and wildlife in the area.

Whole School RE Day  - St George's Day

Today each class spent time learning all about Saint George, the Patron Saint of England. There was a variety of activities in each class to take part in, including dragon art work, story sequencing, diary writing and writing prayers. By the end of the day we all knew so much more about Saint George!

Christingle Celebration Via Zoom 1

Today we all had the opportunity to make a Christingle - once we had learned all about them of course! Once the Christingles were made, we met via zoom for a special Christingle celebration. Rhoda from our church joined us and led the Year 6's who read bible passages and prayers. It was a special moment when the candles were lit and the lights were lowered, giving us all an opportunity to be calm and peaceful and focus on Jesus, light of the world.

Some of us enjoyed eating our oranges once the celebration was over.

Whole School RE Day - Saint Valentine's Day 

Love was in the air at Newbold Church School today as we celebrated Saint Valentine's Day. Cards and gifts were exchanged, the story of Saint Valentine was shared and in classrooms, a whole host of activities were undertaken from making paper flowers to retelling the story of Saint Valentine to making special Valentine cards and mini books. Rhoda from church came to see us and she really enjoyed popping into classrooms to see what was going on and to have a chat with the children. At the end of the day we came together for collective worship and shared what we had been doing with each other, ending the worship with some special valentine prayers. What a lovely day!


Whole school RE Day - Pentecost

Today we focussed on Pentecost and the importance of the gift of the Holy Spirit for Christians all around the world. Each class took part in a variety of activities which were shared at the end of the day in our Pentecost collective worship. EYFS shared their stained glass windows, Year 1 retold the story of Pentecost, drew pictures of the events and made flame crowns. Year 2 completed acrostic poems linked to Pentecost and made beautiful doves which are a symbol of this festival. In Year 3 the children made mini Pentecost flap books, discussed the gifts of the Holy Spirit defining each gift and retold the story in words and pictures. Year 4 children used their newspaper report writing skills to write journalistic reports of the events of Pentecost and Year 5 reflected on parts of the story, made doves to represent the Holy Spirit being with us always and thought about how the gifts of the Holy Spirit are present in our own lives. It was a busy, informative, reflective and fun day!


Last updated November 2023