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Horizon Academy Trust is an exempt charity regulated by the Secretary of State for Education.

company number 08411590

registered office is C/O Biggin Hill Primary School, Biggin Avenue, Bransholme, Hull, United Kingdom HU7 4RL.

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Gillshill Primary


Religious Education and World Views Curriculum journey.pdfRE progression of knowledge and skills.pdfRE vocabulary progression.pdf



School’s within Horizon Academy Trust follow the East Riding and Hull Agreed Syllabus for Religious Education in accordance with the East Riding’s  ‘Standing Advisory Council of Religious Education’ (SACRE).

In accordance with the agreed syllabus, Religious Education at Horizon Academy Trust:

  • Is open and objective. It does not seek to urge religious beliefs on young people, nor compromise the integrity of their own religious position by promoting one tradition over another.
  • Endeavours to promote a positive attitude toward people, respecting their right to hold different beliefs from their own.
  • Promotes the values and attitudes necessary for citizenship in a multi-faith and multi-racial society through developing understanding of, respect for, and dialogue with people of different beliefs, practices, races and cultures.
  • Recognises similarities and differences in commitment, self-understanding and the search for truth. Respecting and valuing these for the common good.
  • Is not the same as collective worship, which has its own place in the educational life of the school, contributing to an informed, reflective, compassionate and caring school community.
  • Recognises and celebrates the range of cultures and diversity of the school through workshops, assemblies and shared experiences of staff, children and people from the local community.

The RE curriculum at Horizon is organised to support the development of children’s knowledge of religious and non-religious beliefs and worldviews, practices and ways of life and enable children to make links between these. It also develops children’s knowledge and understanding of the different members of our rich and diverse community.

Knowledge and skills are supported by first-hand experiences, including visits to local places of worship and visits from faith communities. Knowledge and skills are mapped to support children’s understanding of religion and faith. The RE curriculum is also designed to support positive attitudes and values, and encourage children to reflect and relate learning to their own experience. Children learn that there are those who do not hold religious beliefs and have their own philosophical perspectives, as part of its commitment to ensure mutual respect and tolerance for those with different faiths.

The syllabus recommends that any themes or ‘Big Questions’ are explored by investigating and reflecting on the responses of more than one religion or belief system. All the units therefore include an exploration of these themes or big questions through different perspectives. Each unit encourages and promotes the contemplation of key concepts or themes within religions and comparing these with responses in other faiths, religions and belief systems.

The syllabus has been created in a cyclical format to enable children to revisit and build on prior knowledge of the different beliefs and practices taught across the school.

The curriculum for RE aims to ensure that all pupils develop religious literacy through:

  • Knowing about and understanding a range of religions and worldviews, learning to see these through the disciplines of Theology, Philosophy and Social Sciences
  • Expressing ideas and insights about the nature, significance and impact of religion and worldviews through a multidisciplinary approach whilst engaging critically with them
  • Gaining and deploying skills taken from the disciplines of Theology, Philosophy and Social Sciences to enhance learning about religions and different worldviews

World views

The inclusion of worldviews enables young people to connect with religion(s) in a much more profound and inclusive way. A worldviews approach enables pupils to explore and gain ownership of their own perspectives, fitting new understanding into their existing mental framework. Pupils then learn about religion and beliefs through connecting and contrasting them with their own way of seeing the world.

At Horizon Academy Trust, we are committed to providing our children with an exciting and positive learning environment, in which they have the opportunity to develop their knowledge and understanding of religions to support their spiritual, moral, social and cultural development.


Coverage, following the agreed syllabus, is planned to link with key dates and religious festivals to provide opportunities to celebrate festivals and religions with greater consistency and contextual relevance. Work is recorded in topic books and is evidenced with a variety of outcomes, including written pieces, artwork and photographs.

As children progress through the programme of study, they are able to look deeper into spiritual, ethical, moral and social issues and with increasing breadth across different religions and worldviews through time and around the world.

Three mutually supportive disciplines have been identified (lenses) which help pupils to see Religious Education and world views form different perspectives, giving a balanced approach to teaching and learning. These lenses are:

Learning is planned and sequenced to support pupils in building an ever-increasing picture over time, constantly building their knowledge and understanding of key subject knowledge and specialist vocabulary around concepts. This ensures that the investigation, exploration and reflection of their own and others’ responses to ‘Big Questions’ can continuously increase in depth, breadth and complexity.

As pupils move through the Religious Education curriculum these ‘Big Questions’ increase in complexity, depth and breadth, the expectations of pupils to explain ‘what’ the beliefs, practices and values are and the relationships between them, as well as explaining ‘why’ these are important and may make a difference to people, and ‘how’ they relate, change or impact on a wider world view also increases.

Rationale for sequencing and coverage in Religious Education and world views

At all key stages more time should be spent on Christianity than on any other individual religion or worldview ‘to reflect the fact that the religious traditions in Great Britain are in the main Christian’ (Education Act 1988). Therefore, Christianity is taught as one of the principal religions in KS1, lower KS2 and upper KS2.

The curriculum is then structured by: 

The religions chosen have been selected to give our pupils depth in knowledge in a range of contrasting religions and world views, practices and ways of life and enable children to make links between these. It also develops children’s knowledge and understanding of the different members of our rich and diverse community.

Other religions e.g Judaism feature prominently in other aspects of the school curriculum e.g through History and PSHE.  The assembly rota also has been planned to widen pupils knowledge and understanding within religions and world views that are not necessarily covered within curriculum time. 

As well as following the Hull and East Riding Syllabus, the children engage in thematic days and celebrations. These include Chinese New Year, Harvest Festivals, Shrove Tuesday and Remembrance Day. Within R.E lessons, links are made to other subject areas such as Art and Music.

The children visit local places of worship throughout their journey at Gillshill. Visitors are welcomed to support and engage children in religious studies in order to develop their understanding and respect for different faiths within the local area.

Collective worship is part of our assemblies. Children learn a variety of hymns and listen to a prayer.


The curriculum subject leader is responsible for monitoring and evaluating their own subject responsibility. The information gathered from the monitoring and evaluation informs the impact for that curriculum area. Judgements on the impact of the curriculum subject is based upon a triangulation of book scrutiny, pupil voice discussions, outcomes of assessments and the quality of teaching and learning. Governors undertake termly learning walks for their subject responsibility and receive a termly report from the subject leader identifying strengths and areas for development.

Our aim is that at the end of each school year, pupils will have gained a deepening understanding and knowledge of Christianity and the other principal religions represented in Great Britain. They will show an appreciation of the way that religious beliefs shape life and behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development. The children acquire a keen sense of enthusiasm as they learn about different cultural and religious backgrounds. They will become confident to question the world around them and appreciate the diversity it offers. The children’s understanding and acceptance of differences and similarities between religions will enable them to discuss issues respectfully and appreciate the diversity of the modern world. Learning how to articulate their thoughts is heightened as they broaden their vocabulary and power of expression. Emphasis is placed on children having an opportunity to talk through enquiry discussions. Children learn how to respond sensitively and respectfully to other beliefs and opinions. Pupils are able to question, explain and justify their own thoughts using evidence to back their arguments.

Through discussion and feedback, children talk enthusiastically about their RE lessons and show a genuine curiosity and interest in the areas they have explored. Pupils use vocabulary they have a clear understanding of to investigate and understand religion and world views. They can analyse and interpret information and artefacts in order to question and reflect on the beliefs and practices which influence individuals and communities. Outcomes in R.E books, evidence a broad and balanced R.E curriculum and demonstrate the children’s understanding of faiths as well as the children’s own thoughts and opinions.