Religious education provides rich opportunities for children at Redhill to learn about things that matter in the lives of many people in the local area and the wider world. Our Religious Education curriculum asks our pupils to examine and reflect upon their own ideas and values by learning about and from religious ideas.
Religious Education at Redhill poses challenging questions about the ultimate meaning and purpose of life, beliefs about God, the nature of reality, issues of right and wrong and what it means to be human. Our curriculum develops pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views that offer answers to deep questions. Through our progressive and carefully structured curriculum Religious Education lessons give learners at Redhill opportunities for personal reflection and spiritual development, beginning to think for themselves and construct their own understanding of their place in the world.
Understanding people’s beliefs can be a first step to recognising and appreciating diversity. At a time when religious beliefs guide the lives of billions of people worldwide, this is still of vital importance. Religious education lessons at Redhill ask our learners to encounter religious and non-religious responses to some difficult questions about how we should live in a world of difference.
Religions (per year group)
Children will encounter Christianity and other faiths, as part of their growing sense of self, their own community and their place within it.
Which stories are special and why?
Which people are special and why?
Which places are special and why?
Which times are special and why?
Where do we belong?
What is special about our world?
Christians and Muslims or Jewish people
Christianity, Muslims, Judaism
Who is a Christian and what do they believe?
What can we learn from sacred books?
How and why do we celebrate special and sacred times? (1/2 unit-Easter section)
What does it mean to belong to a faith community?
Christianity, Muslim, Judaism
Who is a Muslim and what do they believe?
Who is Jewish and what do they believe?
What makes some places sacred?
How should we care for others and the world, and why does it matter?
How and why do we celebrate special and sacred times? (1/2 unit- Judaism and Islam section)
Christians, Muslims, Hindus and Jewish people
Christianity, Islam, Hinduism
What do different people believe about God?
Why is Jesus inspiring to some people?
Why do people pray?
Why are festivals important to religious communities? (Christianity & Islam)
What does it mean to be a Christian in Britain today?
Christianity, Hinduism, Judaism
Why is the Bible important for Christians today?
What can we learn from religions about deciding what is right and wrong?
Why are festivals important to religious communities? (Christianity & Hinduism)
Why do some people think that life is a journey? What significant experiences mark this?
What does it mean to be a Hindu in Britain today?
Christianity, Humanism, Judaism
Why do some people believe God exists?
What would Jesus do? (Can we live by the values of Jesus in the twenty-first century?)
If God is everywhere, why go to a place of worship?
What matters most to Christians and Humanists?
Christianity, Islam and Judaism
What do religions say to us when life gets hard?
Is it better to express your religion in arts and architecture or in charity and generosity?
What does it mean to be a Muslim in Britain today?
What difference does it make to believe in Ahimsa (harmlessness), Grace, and Ummah (community)?
Derbyshire Agreed Syllabus 2020-25
If you have any questions about this area of the curriculum, please feel free to get in touch with the co-ordinator either through Class Dojo or by contacting the school office.