RE
Religious Education
Subject Leader – Mrs Bubb
“Whether one believes in a religion or not … there isn't anyone who doesn't appreciate kindness and compassion.” Dalai Lama
Religious Education (RE) is important as it enables children to learn to show respect for and build bridges between different beliefs and practices, people of different faiths and life stances. RE is taught at Blossomfield Infant School using the Solihull Agreed Syllabus 2025-2030, and also some of our own bespoke planning, to reflect the religious make-up of our school and community. We use an enquiry-based approach to Religious Education, which is exciting and engaging for children. Pupils develop their knowledge and understanding of religions and worldviews within a local, national and global context. Spiritual, moral, social and cultural development is promoted through the RE curriculum and pupils are encouraged to develop characteristics to help them to face the challenge of human life and to become a member of society and respect the rights of each person.
At Blossomfield we follow the Solihull Agreed Syllabus 2025-2030 for the religious education curriculum. Solihull SACRE has agreed the following 3 aims for learning in RE;
- Make sense of a range of religious and non-religious beliefs, so that they can:
• identify, describe, explain and analyse beliefs and concepts in the context of living religions, using appropriate vocabulary
• explain how and why these beliefs are understood in different ways, by individuals and within communities
• recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are used, expressed and interpreted in different ways, developing skills of inter
- Understand the impact and significance of religious and non-religious beliefs, so that they can:
• examine and explain how and why people express their beliefs in diverse ways
• recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday lives, within their communities and in the wider world
• appreciate and appraise the significance of different ways of life and ways of expressing meaning
- Make connections between religious and non-religious beliefs, concepts, practices and ideas studied, so that they can:
• evaluate, reflect on and enquire into key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses
• challenge the ideas studied, and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitments clearly in response
• discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding
Page 10 Solihull Agreed Syllabus 2025-30
OVERVIEW IN RELIGIOUS EDUCATION FROM NURSERY TO YEAR 2 (from April 2026)
Nursery Non statutory
| How are our families special? | The Christmas Story The Birth of Jesus Giving and saying thankyou
| Cultures and beliefs and those of other people Chinese New Year
| The Easter Story Spring; Signs of new life
| Love and friendship The Hare and the tortoise
| Special Places – places of worship
|
Reception Statutory
| Being special; where do we belong? Unit F4
| Why is Christmas special for Christians? Unit F2 | Why is the word God so important to Christians? Unit F 1
| Why is Easter special for Christians? Unit F3
| Which stories are special and why? Unit F5 | Which places are special and why? Unit F6 |
Year 1
| How should we care for others and the world, and why does it matter? Unit 1:9
| Why does Christmas matter to Christians? Unit 1:3
| What Makes some places sacred to believers? Unit 1:8 | Why does Easter matter to Christians? Unit 1:5
| What does it mean to belong to a faith community? Unit 1:10 | What do Christians believe God is like? Unit 1:1 |
Year 2
| Who do Christians say made the world? Unit 1:2
|
What is the Good News Christians believe Jesus brings? Unit 1:4
| Who is a Muslim and How do they live? Unit 1:6 | Who is a Muslim and How do they live? Unit 1:6 | Who is Jewish and how do they live? Unit 1.7 | Who is Jewish and how do they live? Unit 1.7 |
The legal requirements concerning the provision of Religious Education and an Agreed Syllabus flow, principally, from the Education Act 1996 (S. 375), the School Standards and Framework Act 1998 (SS. 69 and 71 and Schedule 19) and the Education Act 2002 (S.80).
- Religious Education must be provided for all registered pupils in full time education except those withdrawn at their parents’ request.
https://www.solgrid.org.uk/sacre/agreed-syllabus/legal-requirements/