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    • RE

    Religious Education at Cribden House helps pupils explore faith, culture, and community in a way that is meaningful, respectful and accessible to every learner. The curriculum introduces children to a range of religious traditions, festivals and world views, celebrating the diversity of belief within society. Our approach promotes curiosity, belonging, tolerance and understanding, while supporting pupils to build their own sense of identity, values and respect for others.

    Learning is multisensory and practical, supported through visual prompts, objects of reference, music, stories, artefacts and celebration. Across all pathways, RE is strongly linked to real experiences—including whole-school festival celebrations, themed days and community involvement—so that pupils can explore faith and culture in a way that is concrete and memorable.

    Being Pathway

    On the Being Pathway, RE is taught within the Understanding the World strand of the Being Curriculum, guided by the Development Matters framework. Learning focuses on sensory engagement, celebration and positive experiences with other people.

    Children explore elements of religious festivals and practices through sight, sound, touch and smell—listening to music, tasting foods, looking at artefacts, exploring lights or colours, and taking part in simple rituals and celebrations. Caring, nurturing interactions help pupils develop early awareness of culture, belonging, similarities and differences.

    The emphasis is on feeling safe, welcomed and part of a wider community. Progress is recorded through observation, photographs and Tapestry, capturing individual responses and participation.

    Doing Pathway

    On the Doing Pathway, RE sits within Cultures, Communities and Citizenship in the Doing Curriculum. Learning is practical, structured and experiential, ensuring children engage with people, places and traditions in a concrete and accessible way.

    Pupils explore different cultures and faiths through sensory stories, role play, music, artefacts, clothing, food tasting and themed activities linked to major religious festivals. They begin to recognise that people celebrate in different ways, follow different traditions and belong to different communities.

    Key concepts such as fairness, kindness, belonging, respect and compassion are introduced through real-life experiences and familiar routines. Children learn to notice similarities and differences between themselves and others, develop an early sense of identity, and practise respectful behaviour in shared spaces.

    Learning is carefully sequenced through the Doing Curriculum ranges, celebrating every step of progress—from engaging with objects of reference to recognising simple symbols or participating in group celebrations. Evidence is gathered through observations, photos, videos and Tapestry and linked to individual EHCP targets.

    Thinking Pathway

    On the Thinking Pathway, pupils follow a more formal RE curriculum using Jigsaw RE, adapted to meet the learning and communication needs of our pupils. Children explore major world religions, ethical questions and diversity through stories, discussion, artefacts, research and structured reflection.

    Pupils learn about beliefs, values, worship, festivals and practices, and begin to compare similarities and differences between religious and non-religious world views. They are supported to express opinions, ask questions and think about moral issues such as kindness, fairness and compassion.

    Lessons remain practical and inclusive, using visual supports, role play, discussion and multi-sensory activities to ensure ideas remain concrete and meaningful. Assessment takes place through class discussion, practical tasks, written or pictorial work and reflection logs.

    Across all three pathways, RE at Cribden House:

    • promotes respect, kindness and understanding

    • builds awareness of different religions and world views

    • celebrates diversity through real, sensory experiences

    • supports belonging and inclusion

    • helps pupils explore values, beliefs and identity

    • ensures every learner can access RE at their own level

    Through RE, pupils learn that our school and wider community are made up of many cultures and beliefs, and that every person deserves respect. They develop the curiosity, empathy and confidence needed to participate positively in an inclusive society.

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