At Millbrook Junior School, we believe that a high-quality Religion and Worldviews curriculum is essential in fostering understanding, respect, and critical engagement with the diverse religious and non-religious worldviews found in our society. Our curriculum is designed to develop pupils’ ability to think critically, reflect on their own beliefs, and engage in meaningful discussions about religion, philosophy, and ethics.
At Millbrook Junior School our mission is to encourage every child to ‘Dream, Believe, Aspire and Achieve’. R.E. has an important contribution to make towards this by providing a caring environment where children feel secure and able to express their views and beliefs.
Within the framework of the law and the SACRE Agreed Syllabus (2025 – 2030), our aims in R.E. are for pupils to:
- understand how both religious and non-religious worldviews offer ways of answering life’s big questions
- explore how these beliefs shape personal identity, influence moral choices, and contribute to how people make sense of the world and their place within it. Through this, they begin to see the impact worldviews can have on individuals, communities, and wider society.
- recognise that worldviews are rich, varied, and often complex. Pupils are encouraged to appreciate that people may draw on more than one tradition, and that beliefs can evolve and change.
- engage thoughtfully and respectfully with a wide range of beliefs and practices. Pupils are given opportunities to study worldviews through academic enquiry and meaningful encounters with others, helping them to understand both similarities and differences among traditions.
Our curriculum follows the SACRE (2025 – 2030) syllabus, which has been crafted through the foci of three disciplinary lenses to ensure a balanced approach to the syllabus. These are:
Theology
Through this lens, pupils identify and understand the core beliefs and ideas that shape individuals’ perspectives on the world. Pupils examine how people with different worldviews understand and interpret their core beliefs, and how various sources inform these beliefs of authority. Through this exploration, pupils develop the skills to analyse and interpret different beliefs and concepts, recognising the significance of contact and perspective in shaping meaning. By doing so, they gain a deeper understanding of the complexity and diversity of worldviews.
Social Sciences
Through this lens, pupils will explore how and why individuals put their beliefs into action. Practices could include people’s behaviour, actions, and moral/ethical decision-making. This will be observed in various forms within their daily routines, local communities, and the wider world. They will develop an appreciation for the varied ways people live out their beliefs, considering the contexts in which these beliefs are expressed.
Philosophy
Pupils will examine philosophical and ethical questions using their knowledge of different worldviews. They will question and consider how these ideas may challenge their perspectives and identify potential connections between the ideas and beliefs they learn about and their lives and experiences.
You can find out more about the RE syllabus please visit: https://www.northnorthants.gov.uk/schools-and-education/standing-advisory-council-religious-education-sacre
|
Year |
Autumn |
Spring |
Summer |
|
3 |
3.1 Diversity within Hindu Dharma: What do Hindus believe and how may they live? (Theology) |
3.3 Diversity within Hindu Dharma: What do Hindus believe and how may they live? (Social Sciences) |
3.4 Why is Jesus a special person to some religious people? How might this help Christians lead a good life? (Theology) |
|
3.2 How and Why are people welcomed into different communities? (Philosophy) |
3.5 What do Jews learn about Passover? What special things might they do? (Social Sciences) |
3.6 How do beliefs and ideas about land shape the way human beings live? (Philosophy) |
|
|
4 |
4.5 What are the five pillars of Islam and how do Muslims live by them? (Social Sciences) |
5.3 Is Easter a commemoration or a celebration for Christians? (Theology) |
4.6 What do different people believe about the creation of the world? (Philosophy) 4.7 How do Sikh beliefs about equality influence the way Sikhs live (Social Sciences) |
|
4.2 What do different people do in difficult times? What impact might it have on them? (Theology) |
4.4 What do Christians learn about the incarnation of Jesus? Do all Christians agree? (Philosophy) |
5.1 What is a worldview? What are the worldviews of people where I live? (Social Sciences) |
|
|
5 |
5.2 What is the role and impact of the Mandir on the lives of Hindus and the local community in your area and around the world? (Theology) |
5.4 What are Jewish food laws (Kashrut) and How do these beliefs impact Jewish people in different ways? (Philosophy) |
5.6 What do different people believe about what happens when you die? How might this impact the way they behave in life? (Philosophy) |
|
6.2 What do Hindus believe about the cycle of life and death? How does it impact their lives? (Social Sciences) |
6.5 Should we be able to use the natural world as we wish? (Theology) |
6.6 What does it mean to be a Christian? Exploring diverse beliefs and practices. (Philosophy) |
|
|
6 |
6.1 Are science and religion in conflict when it comes to creation? (Philosophy) |
4.1 Part 1: What is a Humanist? What matters most to a Humanist? (Theology) |
5.5 Why is the prophet Muhammed so special to Muslims? How might this help Muslims lead a good life? (Social Science) |
|
6.3 Why is Jerusalem a sacred place to people who follow Abrahamic religions? (Theology) |
4.3 Part 2: What is a Humanist? What do they believe about leading a good life? (Social Sciences) |
6.4 Why is it important for Muslims to fast in Ramadan? How does Ramadan impact Muslims’ lives? (Social Sciences) |
Subject Leader: Sonia Watters
Religious Studies Progression Grid
| Title | Download |
|---|---|
| pdf RE Progression Grid | Download |