RE is multifaith:

The RE curriculum drawn up by a SACRE, or by an academy or free school ‘shall reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain’.


As education policy changes, the legal requirement for RE for all registered pupils remains unchanged. RE is an entitlement for all pupils, unless they have been withdrawn by their parents from some or all of the RE curriculum.

Right of withdrawal

This was first granted when RE was actually religious instruction and carried with it connotations of induction into the Christian faith. RE is very different now – open, broad, exploring a range of religious and non-religious worldviews. However, parents have the right to withdraw their children from RE lessons or any part of the RE curriculum7 and the school has a duty to supervise them, though not to provide additional teaching or to incur extra cost. Where the pupil has been withdrawn, the law provides for alternative arrangements to be made for RE of the kind the parents want the pupil to receive. These arrangements will be made by the parents; the school is not expected to make these arrangements. This RE could be provided at the school in question, or by another school in the locality. If neither approach is practicable, the pupil may receive external RE teaching as long as the withdrawal does not have a significant impact on the pupil’s attendance. However, it is good practice to talk to parents to ensure that they understand the aims and value of RE before honouring this right.


Pupils are to study in depth the religious traditions of the following groups:



Children will encounter Christianity and other faiths, as part of their growing sense of self, their own community and their place within it.

Consideration of other religions and non-religious worldviews can occur at any key stage, as appropriate to the school context.


Christians, Jews and Muslims



Christians, Muslims, Hindus and Jews




The range of religious groups in the UK. Groups such as Quakers, the Bahá’í faith, Jehovah’s Witnesses, The Church of Jesus Christ of Latter-day Saints, or the Jains are not excluded from study in this scheme for RE. Schools are always advised to make space for the worldviews of the local community, which is why the table above expresses minimum requirements.

  • Notice the language. ‘Christians’ rather than ‘Christianity’, ‘Hindus’ rather than ‘Hinduism’. This is to reflect the fact that RE starts with encounters with living faiths rather than the history and belief structures of traditions. This also recognises the diversity within and between religions and other traditions.
  • Non-religious worldviews. Good practice in RE, as well as European and domestic legislation, has established the principle that RE should be inclusive of both religious and non-religious worldviews. Schools should ensure that the content and delivery of the RE curriculum are inclusive in this respect.

Newlyn School RE overview


Term 1

Term 2

Term 3

Term 4

Term 5

Term 6


Why is the word ‘God’ special to Christians?

Why is Christmas special for Christians?

Why is Easter special for Christians?

Being special: where do we belong?

Which places are special and why?

Which stories are special and why?



What do Christians believe God is like?

What makes some places sacred to believers?

How should we care for others and the world and why does it matter?


What is the ‘good new’ Christians say Jesus brings?

Who is Muslim and how do they live?



Who do Christians say made the world?


Why does Christmas matter to Christians?

What does it mean to belong to a faith community?


Why does Easter matter to Christians?

Who is Jewish and how do they live?



What do Christians learn from the creation story?


What kind of world did Jesus want?

What do Hindus believe that God is like?


Why do Christians call the day Jesus died ‘Good Friday’?

How do festivals and worship show what matters to a Muslim?

How and why do people mark the significant events of life?


People of God

What is it like for someone to follow God?


What is the ‘Trinity’ and why is it important for Christians?

What does it mean to be a Hindu in Britain today?

Kingdom of God

For Christians, what was the impact of the Pentecost?

How do festivals and family life show what matters to Jews?

How and why do people try to make the world a better place?



What does it mean for Christians to believe that God is holy and loving?


Why do Christians believe that Jesus is the Messiah?

Why do Hindus try to be good?


What do Christians believe Jesus did to ‘save’ people?

What matters most to Humanists and Christians?

How does faith help people when times get hard?



Creation and science: conflicting or complementary?


How do Christians decide how to live? ‘What would Jesus do?’

What does it mean to be a Muslim in Britain today?

Kingdom of God

For Christians, what kind of king was Jesus?

Why do some people believe in God and some people not?

Why is the Torah so important to Jewish people?

Our RE curriculum uses Understanding Christianity (yellow units) and the Gloucestershire scheme of work updated 2017