Exploring the Wider World encompasses aspects of Science, Geography, History, MFL and RE which are not taught as stand-alone subjects. Often within our themes, several aspects of ‘Exploring the Wider World’ are covered and incidental learning which occurs at break times, out and about, during assemblies and other learning outside the classroom also encapsulates learning through exploration. 

One of the key aspects of this area of learning is our outdoor learning space which provides amazing opportunities for being outdoors and learning away from the classroom. We have a Daily Mile track, an orchard, five forest areas, two tree stump trails for balancing on, log piles, bird feeders, bug hotels and seating areas which all enrich our students’ understanding of the world. In addition, it promotes a desire to care for wildlife and protect habitats. Aspects of creativity, physical development and problem solving are also taught in this fantastic space. 

We have a Green Flag Award.  We have allotment areas in which we can grow edible elements for our cookery sessions and have quiet areas for meditation on the field to help our students to be well-regulated and ready to learn. 

 

Religious Education at Netherhall Mead Academy

Religious Education (RE) is an important part of our Exploring the Wider World curriculum and is embedded into our weekly learning activities.

Our Netherhall Mead Values – Be Kind, Be Brave, Be Honest, Be Safe, and Grow Together – reflect principles that embrace all faiths and beliefs. We strive to create an inclusive environment where individual differences are recognised, respected, and celebrated.

Aims

The main aim of RE in Leicester is to help pupils develop knowledge, skills, and understanding of a wide range of religions and worldviews, preparing them to contribute positively to a diverse society.
Legal Requirements
  • RE must be provided for all registered pupils, except those withdrawn at the request of parents or carers, in line with the School Standards and Framework Act 1998, Section 71.
  • Netherhall Mead Academy encourages families to discuss any concerns about the RE curriculum. If concerns remain, we will support the process of exercising the legal right to withdraw.
  • Maintained special schools have separate legislative requirements, ensuring that, as far as practicable, pupils receive RE.
  • Under the National Curriculum guidelines (2014), schools have flexibility to offer integrated, cross-curricular learning tailored to pupils’ needs.
    At Netherhall Mead, RE is usually taught as part of thematic learning and through celebrations of religious events and festivals, rather than as a standalone subject.

Frameworks

  • RE is a statutory element of the curriculum. Unlike National Curriculum subjects, it is determined locally rather than nationally.
  • Netherhall Mead Academy follows the Leicester City Council Agreed Syllabus for Religious Education 2024–2029, which focuses on Religion and Worldviews, Diversity, Community, and Cohesion.
  • Our Exploring the Wider World Curriculum Framework includes RE as a key component.
 

Aqua Pathway students have a sensory experience of RE. The concept of ‘faith’ is delivered through the aromas, sounds, textures, flavours and feel of important festivals which reflect the diversity of Netherhall Mead’s population and daily periods of reflection and ‘worship’. Class prayer or ‘quiet time’ music is used at the end of each day.

In primary classes, continuous provision includes activities to support our pupils to develop emotionally, spiritually and morally. Our curriculum is designed to support pupils to find out about themselves, their families and community.  We support pupils to learn about similarities and differences between themselves and others, and among families, communities and traditions. Additionally, we help them to develop a sense of place in their family and community, in the world and in the universe.
In our Jade, Amber and Ruby Pathways, RE is embedded across the curriculum. In PSHE, students are taught to recognise themselves as individuals and recognise their role in their families and communities. They are encouraged to explore their faith identity, whether this be of a specific faith or no faith.
Across the school, individual faith is celebrated and encouraged. Periods of fasting or abstinence (such as Lent or Ramadan) are discussed and many students become actively involved in these practices. Specific classes, for whom it is appropriate, include a religious aspect to their PSHE and RSE focus to discuss moral and ethical responses to world events. All classes have a class prayer, and we celebrate birthdays, a wide variety of festivals from multiple faith groups and often food specific to the specific festival is prepared during the weekly cooking lesson as well as making gifts in mini enterprise for significant celebrations.
Below, is the Sixth form prayer as an example and, of course, we have a weekly assembly where success is celebrated and thanks are given.
‘We give thanks to our God, for the good things which have happened today and the new things we have learned.
We look forward to going home and enjoying a peaceful evening with our families.
Amen.’