Religion and Worldviews Education (RWE) and Spiritual, Moral, Social and Cultural Development.
Religion and Worldviews Education
“The Kingdom of Heaven is like a mustard seed… though it is the smallest of all seeds, yet when it grows, it is the largest of garden plants and becomes a tree, so that the birds come and perch in its branches.”
(Matthew 13:31–32)
At Baydon St Nicholas, we believe that Religion and Worldviews Education plays an important role in defining the school’s distinctive Christian character. We believe that RWE makes a unique contribution to the ethos of our school and is reflected in our vision of ‘Roots to grow, wings to fly’.
All members of Baydon St Nicholas experience Christianity through the life of the school, as well as taught through the curriculum. The skills, values and attitudes developed in Religion and Worldview lessons are at the heart of a cohesive community where the children are encouraged to have a positive sense of identity and belonging.
Our children delight in making new discoveries, investigating their own beliefs and values and developing respect and sensitivity to those whose faiths and beliefs are different from their own.
We follow the Wiltshire locally agreed syllabus (due to be updated in January 2026) which we deliver using Understanding Christianity and Kapow schemes of work.
The Two Year rolling plan overview covers a range of both Understanding Christianity and Kapow units whilst ensuring children develop an understanding of ‘The Big Story’ (Understanding Christianity) to learn about the main events within the Bible. Links are also made between religions to compare and discuss further in line with Wiltshire’s agreed syllabus.
Parents have the right to withdraw their child from Collective Worship and RE lessons – please contact the Headteacher, Mrs Gilbert, if you should wish to do so. Should you be considering withdrawal from RE, please feel free to discuss the term’s content with the class teacher.
In order to make religious education a lively active subject we employ a variety of teaching methods including art, music, discussion, the development of thinking skills, drama, the use of artefacts, pictures, stories, and the use of periods of stillness and reflection.
Understanding Christianity – Our Approach to Christianity Units
In school we draw on resources from ‘Understanding Christianity’, resources and materials produced by a Church of England project. The key purpose of the project is to help all teachers support pupils in developing their own thinking and their understanding of Christianity, as a contribution to their understanding of the world and to support each individual, whatever their belief, to consider their own experience within it.
Understanding Christianity begins the term linking to children’s previous knowledge and recapping appropriate Bible stories. It then explores Bible stories and how Christians engage with this and allows children to reflect on their own understanding of these.
Pupils revisit the key concepts in Christianity through the approach- progressively at a deeper level as they move through the school.
Our approach to wider themes through religions that create our world
Kapow Primary’s Religion and worldviews curriculum aims to develop deep thinkers who are open-minded about religion and worldviews. Our R&W curriculum is relevant to pupils, reflecting and preparing them for life in modern Britain. Through the scheme, children will secure a deep understanding of concepts in order to be able to make connections, ask and respond to challenging questions, learn to respect and appreciate worldviews that are different to their own and consider their personal preconceptions, responses and views.
Pupils build their conceptual knowledge through studying religions and worldviews locally, nationally and globally, enabling them to make links and connections between worldviews, develop disciplinary skills and build on their understanding of their positionality in relation to their learning . By revisiting key ‘big questions’ and building on prior knowledge, pupils will learn about how religion and worldviews are lived experiences across the world, consider the impact of worldviews on society and have opportunities to consider the personal worldviews.
Kapow Primary’s R&W scheme of work enables pupils to meet the government guidance, which states that RE must reflect 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 I Great Britain’. Kapows scheme has been designed to fulfill the aims of A Curriculum framework for Religious Education in England.
For EYFS, the lessons allow pupils to work towards targeted ‘Understanding the world’ Development matters statements and Early learning goals, while covering foundational knowledge that will support them in their further Religion and worldviews learning in Key stage 1.
We have chosen to use Kapow teaching units alongside Understanding Christianity units to provide our children with opportunities to:
- Respond to life’s ‘big questions
- Increase understanding of key religious concepts
- Build substantive knowledge
- Develop disciplinary skills
- Contribute to informed discussions
- Explore diversity
Within the Kapow units of work there is focus on building:
- Substantive knowledge
This strand consists of two elements: Conceptual knowledge and Worldview-related knowledge.
The Conceptual knowledge statements show how pupils’ knowledge builds in their understanding of: Beliefs, practices, wisdom and morality, community and belonging across all religions and worldviews. The worldview-related knowledge statements show the knowledge covered
within the units, that is relevant to a specific religion or worldview. Pupils will then be able to apply this component knowledge to perform the skills.
Conceptual knowledge must be retained for pupils to be able to progress through the scheme, as they will be expected to develop their understanding of abstract concepts, building on what has gone before.
Worldview-related knowledge enables pupils to develop their conceptual knowledge through specific examples, but does not usually need to be retained by all pupils for them to be able to make progress in R&W.
- Disciplinary knowledge
Each unit highlights disciplinary knowledge.
- Personal knowledge
This strand enables children to think about their own positionality, their perspective and how it might influence their learning, and to consider their own worldview personally and in relation to others.
The scheme updates regularly to ensure content being taught is up to date, relevant and takes into account the current state of the world , including any sensitivities when teaching.
RE in the EYFS
Understanding of the world educational programme (taken from the EYFS Framework 2024)
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories,
non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
Early learning goals that link to RE are:
Understanding the world
- ELG – People and communities – Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
In foundation stage pupils will:
- Learn about and celebrate a range of festivals and celebrations from around the world, for example Christmas, Easter, Chinese New Year, Eid, Diwali – these may change or be added to depending on the children in FS, as we try to celebrate the festivals that the children in the class will celebrate at home.
- Look at what makes us the same and different to others.
- Learn about different feelings and talk about how they are feeling, how others are feeling and what we can do to make others feel good.
- Develop compassion for others through a caring and supportive environment.
- Take part in key celebrations in our church school year, including Harvest, Easter and Christmas.
RE Impact
Through Religious Education lessons children are able to learn about and understand Christianity and other religious and non-religious views. As part of this, children explore religious stories and consider the values shown in these. Through lessons, children are able to ask questions and critically reflect on religious and non-religious beliefs to allow them to consider the impact on their own lives.
RWE Coordinator: Miss Katy Hayhoe
Baydon St Nicholas SIAMS Report March 2018
Spiritual, Moral, Social and Cultural Development and Understanding
| AREA | EXAMPLES OF WHAT WE DO | IMPACT | |
|---|---|---|---|
| SPIRITUAL | Beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values | Religious Education lessons. Strong links with the church. Rector/vicar leads worship weekly. Robust PSHCE scheme of work in place, taught throughout the whole school, linked to SEAL and worship themes. | Stimulates an interest in exploring, challenging and developing empathy with the beliefs and experiences of others in a respectful but meaningful way whilst learning to manage their own feelings |
| Sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible | Creating opportunities for enquiry based learning. RE lessons from the updated Wiltshire agreed syllabus. | Pupils are confident in exploring all aspects of the world and their lives and thrive on new experiences. | |
| Use of imagination and creativity in their learning | Opportunities for creative thinking in lessons. The children are encouraged in the majority of lessons to respond in an individual manner. | Pupils take responsibility for their own learning. | |
| Willingness to reflect on their experiences | Pupil voice is important in every classroom. Pupils are encouraged to share opinions and increase skills of evaluation and reflection in most lessons. This is an on-going process | Pupil voice is taken into account and lead on certain issues (for example promotion of anti-bullying week). Pupils are able to reflect on current work and identify next steps for learning. | |
| MORAL | Ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives | PSHCE and RE curriculum. Exploration of themes in worship. | Behaviour throughout school is outstanding. Pupils respect their peers and adults. They are supportive to each other academically and socially. |
| Understanding of the consequences of their actions | Pupils are clear about expectations of behaviour. Encouragement of independence throughout the school. Outside experts are used to explore life issues (e.g. drugs awareness Life Education Van, fire safety officer for Yrs 2/6) | Pupils take on responsibility in all areas of school life. Outside visitors comment on the sensible pupils from Baydon. | |
| Interest in investigating, and offering reasoned views about, moral and ethical issues | Use of Espresso Newsbites throughout the school leads to meaningful discussion and ideas on world events. Exploration of these events is encouraged in upper KS2. PSHCE and RE lessons | Pupils of all ages are enthusiastic about sharing and challenging opinions. They realise their opinions are valued and when sharing opinions can back these up with reasons and evidence. | |
| SOCIAL | Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds | Pupil actions during Marlborough cluster and MAEP events. Social skills encouraged through all lessons and time in between teaching sessions. | Pupils represent our school with pride at various events throughout the year. |
| Willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively | Pupils are supportive in and out of lessons with each other. | Pupils given the confidence to handle situations independently and when to involve adult support. | |
| Interest in, and understanding of, the way communities and societies function at a variety of levels | RE Lessons, Fair Trade week, global awareness through lessons | Pupils respect and understand the differences between cultures. | |
| CULTURAL | Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage | Understanding of the local area through village walks (Yr3/4). Understanding employment in the surrounding area (Newbury Racecourse Trip Yr5/6) | Pupils have a clearer understanding of the area in which they live |
| Willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities | Pupils involved in sports, art and musical activities within school. Support school out of hours in these areas (clubs, St Johns musical evening) Attendance at St Johns Maths Day | Pupils able to use experiences to affect other areas of curriculum learning within and outside school | |
| Interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate | Links made internationally with other schools (Zambia 2013-2014). Working in close partnership with St Johns Marlborough on a global learning programme. | Pupils accept and celebrate diversity and beginning to understand they are part of a global community |
Collective Worship
Collective Worship Policy 2025
Collective worship at our school is central to the life of school and is the main platform for exploring our school’s vision. It is well planned and of high quality so that the whole school community is engaged on a journey of discovery, exploring the teachings of Jesus and the Bible.
Collective worship in our Church school aims to enable every child and adult to flourish and to live life in all its fullness. (John 10:10). It will help educate for wisdom, knowledge and skills, hope and aspiration, dignity and respect, and developing community and understanding of living well together.
For many Christians in Church, worship is about honouring God and responding to the loving nature of God as revealed through the Trinity: Father, Son and Holy Spirit. We recognise that our school is not a church, rather it is a collection of people who come from a variety of backgrounds for the purpose of education. The family backgrounds of families, visitors and staff may vary and therefore collective worship is planned to take account of the differing circumstances of those present.
We strive for collective worship to be inspirational, invitational and inclusive and based upon
Christian teaching and values. It aims to give opportunities for all present to grow spiritually, whatever their personal philosophy, or whether or not they come from a faith background.
Through collective worship children will be offered a space and a place for the telling of the
Christian story. This will include being invited to participate in prayer, reading and reflection
from the Bible and experience of the musical and other imaginative riches of Christianity. Opportunities to reflect on the beauty, joy and pain of the world will be given.
Pupils will be given time to consider their responsibilities to others and to grow in Christian values such as love and service. Time will be given for celebration, both for the accomplishments of school members and to mark the seasonal festivals of the Christian (and world faiths calendar. All present will be offered time to be able to contemplate and develop spirituality.
We meet once a day as a school community. Worships are led throughout the week by various teachers, and visitors, including the local clergy.
Guiding Principles
Collective worship has a pivotal place in the life of Baydon St Nicholas CE VA Primary School.
It aims to:
- Be the central vehicle by which the school’s vision is unpacked and explored so that the whole school community is challenged and engaged with the teachings of Jesus and the Bible
- Discover and celebrate key moments of the Christian calendar, and to enjoy and celebrate special moments of the lives of our school communities
- Provide an experience that will offer opportunities for those present to grow spiritually as well as to observe and respond to the presence, power and peace of God as understood by Christians, or to find their own spiritual path. This will always be invitational, offering an opportunity to take part whilst allowing the freedom for those of different faiths and none to be present and to engage with integrity. It aims to give children and young people the opportunity to develop their own philosophy and moral compass.
provide time and opportunity for thanksgiving and to enjoy the unity which derives from sharing friendship, acceptance, joys, hopes and fears - Support those present in the development of their understanding of the Trinitarian nature of God in Christian belief.
- Help all present to appreciate that Christians worship in different ways, for example using music, silence, story, prayer and reflection
- To help children and young people become familiar with Christian language and symbolism and the cycle of the Christian Church’s year so that they are offered a pattern of meanings and a framework into which they can begin to integrate experience.
- To appreciate that people, cultures and beliefs differ and to demonstrate respect, tolerance and generosity towards them
- To develop pupils sense of self-worth and to provide opportunities to celebrate achievements.
- To develop a caring attitude to others and a sense of community and loyalty.
- To invite clergy of the parish, other lay members of the parish and other Christian leaders in the community to lead collective worship and build the parish-school link.
The right of withdrawal
We recognise that in our school there are children whose families are members of another faith, or who hold a non-religious worldview. Part of the distinctively Christian nature of Church of England Schools is that we aim to be as hospitable and inclusive to all in the community we serve.
As collective worship occupies such a central place in the life of our Church school, it is hoped that parents will be making a specific choice of the school knowing that the distinctive ethos will determine a Christian tradition within collective worship.
By withdrawing from collective worship, it does not mean that children will be exempt from the Christian ethos of our setting, as this underpins our teaching, learning and relationships. The 1944 and 1988 Education Acts state that parents have a legal right to withdraw their child from acts of worship. If a parent wishes to make a request for their child to be withdrawn from collective worship, we ask that they meet with the headteacher to discuss their concerns and requirements.
For information on how we promote British values please see the British Values section of our website.
Our School Prayer
Dear God,
Thank you for our school and all we learn each day.
Help us to keep going when things are tough,
To be kind with our words and actions,
And to show respect to everyone we meet.
Give us roots to grow and wings to fly,
So we can be our best and help others too.
Amen.