RE
RE plays an integral role in fulfilling the vision of our school where it is ‘A Place of Love, Light, and Learning.’ Where we view every child as an individual, filled with awe, wonder, and the potential to change the world. “You are the light of the world” (Matthew 5:14-16)
At Allithwaite we aim to:
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Cultivate a deep understanding of diverse religious and non-religious worldviews, fostering respect and empathy among children.
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Inspire curiosity and a lifelong love of learning about religion and belief, encouraging children to explore the dynamic nature of faith in the contemporary world.
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Enable children to reflect on their own personal worldviews.
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Empower children to engage critically and respectfully with beliefs and values, promoting spiritual, moral, social and cultural development, and enabling them to navigate, contribute positively to and flourish in a multicultural and diverse society.
What are worldviews? To find out more please watch this animated film by Emily Downe, which unpacks the idea of worldviews
Our RE curriculum at Allithwaite is based on the 2023 Cumbria Agreed Syllabus which is the legal document for the teaching of Religious Education (RE) in Community and Voluntary Controlled schools in Cumberland and Westmorland & Furness.
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Through our bespoke curriculum children gain knowledge and skills within RE by learning about a range of religious and non-religious worldviews with a focus on Christianity while also exploring Islam, Hindu Dharma and Judaism, with aspects of Sikhi, Buddhism and Humanism (although less curriculum time is given to these, they are afforded equal respect)
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We use an enquiry-based approach by exploring ‘big questions’ about meaning and purpose learned through theological, philosophical and human/social science lenses.
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By using these three disciplines, children at Allithwaite will learn to reflect on their own and others’ beliefs respectfully, gain critical thinking skills and the knowledge to develop religious literacy.
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In Snowy Owls Class, and as preparation for the disciplinary approach, children will begin to explore religious and non-religious worldviews in terms of special people, special times, special places, special books and special objects. Children explore religious and non-religious stories which raise interesting questions. They are introduced to specialist words and use their senses in exploring religious and non-religious beliefs, practices and forms of expression.
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Children gain an increasing depth of understanding from EYFS (Snowy Owls) and KS1 (Tawny Owls) to KS2 (Barn Owls and Eagle Owls) by exploring big questions which build upon prior knowledge and skills. Each class revisits and expands upon previous learning, ensuring continuity and a comprehensive grasp of religious literacy.
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The RE curriculum at Allithwaite has been designed to be ambitious and accessible for all children, including those with SEND and disadvantaged backgrounds, ensuring high expectations are maintained. Adaptations are made to teaching methods and resources and opportunities for collaborative learning ensures all children can engage meaningfully with the curriculum.
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Our key priorities are to:
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Ensure that all children develop religious literacy, enabling them to engage in informed discussions about beliefs and values.
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Promote critical thinking and respect for diversity, combating prejudice and fostering a sense of belonging.
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Maintain a curriculum that is reflective of the local and global context, ensuring relevance and engagement for all learners.
‘The religious education (RE) curriculum broadens pupils’ knowledge of different religions and worldviews. This expands their understanding of diversity.
The RE curriculum reflects the school’s Christian foundation. It draws on different sources to create a syllabus bespoke for the school, whilst meeting requirements for the subject. Therefore, in response to the school’s context, RE effectively supports pupils’ learning about people’s lives beyond Allithwaite. For example, pupils confidently shared respectful thoughts and facts resulting from recent lessons on Islam. Leaders ensure that RE is well sequenced and has a suitable balance of themes. Topics are deliberately planned to provide different perspectives that enable pupils to acquire specific knowledge while exploring big questions. These themes allow pupils to reflect on what these ideas mean to them personally. The subject is well resourced and draws on innovative methods, such as virtual reality headsets, that bring RE to life.’
Taken from Allithwaite CE Primary School Statutory Inspection of Anglican and Methodist Schools (SIAMS) Report (Oct 2025)
