Understanding Veganism as a Worldview for RE Teachers

What is Veganism as a Worldview?

📘 What Are Worldviews?

Worldviews are the overarching frameworks through which individuals and groups make sense of life, the world, and their place in it. They shape how people understand concepts like meaning, purpose, morality, identity, truth, and values.

A worldview can include:

• Beliefs (religious or non-religious)
• Ethical or philosophical principles
• Cultural and social perspectives
• Practices, rituals, or behaviours that reflect these beliefs

Worldviews influence how people see, interpret, and respond to the world around them.

📘 Key Definitions and Characteristics of Veganism as a Worldview

Veganism is more than a dietary preference – it is best understood as a comprehensive ethical and philosophical belief system. According to The Vegan Society:

“Veganism is a philosophy and way of living which seeks to exclude — as far as is possible and practicable — all forms of exploitation of, and cruelty to, animals for food, clothing or any other purpose, and by extension, promotes the development and use of animal-free alternatives for the benefit of animals, humans and the environment.”

This definition clearly positions veganism as a moral framework, not simply a lifestyle choice. It reflects deep convictions about justice, compassion, interdependence, and responsibility — all of which are core elements of many other worldviews.

Veganism is often misunderstood or reduced to personal preference or diet, but for many people, it forms a central part of their identity, shaping how they understand and engage with the world.

🧠 How is Veganism a Worldview?

Worldviews help individuals make sense of fundamental questions of existence, morality, and meaning. Veganism, particularly ethical veganism, addresses many of these questions:

• What is the moral status of non-human animal life?
• What kind of world should we strive to create?
• How should we live in relation to others — human and non-human animal?
• What responsibilities do we have toward the Earth and future generations?

These questions resonate strongly with the aims of Religious Education, where pupils are encouraged to explore diverse ways, people make sense of life.

🔍 Key Characteristics of Veganism as a Worldview:

• Ethical concern for animals: Rooted in the belief that animals have intrinsic value and should not be used as commodities.
• Rejection of animal exploitation: This includes food (meat, dairy, eggs), clothing (leather, wool), entertainment (zoos, racing), and other areas where animals are used for human purposes.
• Environmental sustainability: Veganism is often motivated by ecological concerns, including climate change, resource depletion, and biodiversity loss.
• Alignment with wider beliefs about health, justice, and non-violence: Many vegans see their choices as part of a broader moral commitment to causing the least harm.
• Identity-forming belief system: For many, veganism is a core part of their worldview and deeply informs their values, behaviours, and relationships with others.
• Spiritual or religious or philosophical dimensions: Some vegans also frame their beliefs in religious/spiritual or existential terms — for example, seeing compassion as a spiritual value, or aligning with non-theistic ethical systems.

💭 Reflection Prompt for Teachers:

➡ How does this definition of veganism challenge or expand traditional ideas of what constitutes a ‘worldview’ in Religious Education? In what ways might this inform your approach to curriculum planning and classroom dialogue?

Veganism and the Law – Equality and Inclusion

 ⚖️ Legal Status of Veganism in the UK

In 2020, a landmark tribunal case (Casamitjana v League Against Cruel Sports) confirmed that ethical veganism is a protected philosophical belief under the Equality Act 2010. This ruling affirms that ethical veganism meets the criteria for protection in the same way as religious belief.

According to the Equality Act 2010, discrimination on the basis of religion or belief — including philosophical beliefs — is unlawful in settings such as:

• Employment
• Education (including schools and colleges)
• Access to services and facilities

This means that schools have a legal duty to ensure that ethical veganism is treated with respect and that those who hold such beliefs are not subjected to discrimination, disadvantage, or exclusion.

📚 What is a Protected Philosophical Belief?

To qualify for protection under the Equality Act, a belief must:

• Be genuinely held
• Be more than an opinion or viewpoint
• Concern a weighty and substantial aspect of human life and behaviour
• Attain a certain level of cogency, seriousness, and importance
• Be worthy of respect in a democratic society and not conflict with the fundamental rights of others

Ethical veganism meets these criteria because it is grounded in a coherent ethical framework and impacts many aspects of a person’s daily life, including their diet, clothing, purchases, and interactions with institutions.

🏫 Implications for Schools and Teachers

Although this CPD is not pupil-facing, it is important for teachers to reflect on how inclusion of vegan worldviews contributes to a more equitable and respectful school culture. This legal recognition also carries practical implications for curriculum and school life, including Religious Education.

Key Considerations:

• Curriculum Inclusion: RE lessons should consider how ethical worldviews such as veganism are represented. This is particularly relevant in units on moral philosophy, ethics, stewardship, human rights, or justice.
• Avoiding Marginalisation: Pupils or staff who are vegan should not feel ridiculed, excluded, or misrepresented through curriculum content or classroom discussions.
• Inclusive Language and Teaching: Teachers should consider how they discuss topics such as animal sacrifice, dietary laws, farming, and food-based religious rituals in a way that acknowledges the perspectives of vegan learners.
• Practical Considerations: Schools may also need to think about inclusion in:
• Catering policies
• Educational visits or trips (e.g., farm visits, zoos, animal dissection in science)
• Assembly content or collective worship that may unintentionally undermine vegan beliefs

🔎 Why This Matters in RE

RE provides a unique space to explore questions of belief, meaning, and morality. Including veganism as a philosophical worldview:

• Reinforces the legal duty to provide a curriculum that recognises and respects diverse beliefs.
• Enhances pupil understanding of the ethical, cultural and personal dimensions of belief.
• Prepares young people to engage thoughtfully with pluralism in modern society.

As Ofsted and the Commission on RE have emphasised, RE should reflect the diverse and lived realities of the communities it serves. Recognising ethical veganism as part of this landscape aligns with best practice and inclusion.

💭 Reflection Prompt:

➡ Are your current curriculum materials, teaching examples, and classroom language inclusive of ethical worldviews such as veganism? What changes — if any — might you consider in light of this legal and pedagogical guidance?

Framing Veganism in RE – The Worldviews Approach

🌍 Understanding Worldviews in Religious Education

In recent years, the concept of worldviews has become increasingly central in Religious Education. It encourages a shift from seeing RE as primarily the study of major world religions toward a broader exploration of the diverse belief systems, values, philosophies, and ways of life that people use to make sense of the world.

According to the Commission on Religious Education (2018) and supported by Ofsted’s 2021 RE research review, a “Religion and Worldviews” approach better reflects the plurality of beliefs in contemporary society.

This approach includes not only institutional religious traditions, but also:

• Non-religious worldviews (e.g., Humanism, atheism)
• Ethical worldviews (e.g., environmentalism, veganism)
• Personal worldviews – the unique blend of beliefs, values, and experiences held by everyone

🔍 Types of Worldviews in RE:

Note: Some worldviews may overlap across these categories. For example, an individual could identify as both a Christian and a vegan, drawing meaning from both religious and ethical traditions.

🌱 Why Include Veganism in RE?

• Reflecting Real-World Diversity: Many pupils will encounter or hold ethical belief systems outside institutional religion. Including veganism reflects lived reality.
• Promoting Representation and Inclusion: Including ethical worldviews ensures RE is inclusive of all learners — not only those with religious beliefs.
• Supporting Critical Thinking: Exploring diverse worldviews helps pupils engage with fundamental human questions about identity, values, rights, and responsibilities.
• Meeting Curriculum Expectations: Both Ofsted and CoRE advocate for a broader curriculum that includes non-religious and ethical belief systems.
• Encouraging Interdisciplinary Links: Veganism can connect RE to ethics, environmental education, citizenship, and PSHE.

🧠 Pedagogical Considerations for Teachers

• Treat ethical worldviews like veganism with the same academic rigour and respect as religious traditions.
• Avoid presenting veganism merely as a dietary choice; explore it as a belief system that answers key worldview questions.
• Use dialogic teaching strategies that allow pupils to examine and compare different responses to moral issues.
• Encourage pupils to recognise how diverse worldviews may be held simultaneously and interact in people’s lives.

💭 Reflection Prompt:

➡ How can RE in your setting better reflect the diversity of both religious and non-religious worldviews present in your local context? What might be the benefits for pupils in doing so?

Curriculum Considerations – Inclusion and Practice

📚 Why Does Curriculum Inclusion Matter?

Including a wider range of worldviews — both religious and non-religious — helps ensure that Religious Education is relevant, inclusive, and representative of the pluralistic society pupils live in today. Ethical veganism is increasingly recognised as part of the spectrum of belief systems that shape people’s values and behaviours. As RE moves toward a more worldview-informed approach, there are growing opportunities to include veganism in thoughtful and age-appropriate ways across Key Stages.

✅ Practical Curriculum Ideas and Opportunities

Below are some suggestions for embedding ethical veganism into your RE curriculum in meaningful, non-tokenistic ways:

🔍 1. Moral and Ethical Decision-Making

• Integrate veganism into discussions of moral issues already covered in many RE syllabi.
• Example themes:
• Animal rights and welfare: What ethical responsibilities do humans have toward animals?
• Factory farming and consumption: How do our food choices reflect our beliefs?
• Climate justice and sustainability: Is it a moral obligation to reduce our environmental impact?

Classroom Task Example:

Present two contrasting case studies – one from a religious believer advocating stewardship (e.g., Christian environmental ethics), and another from an ethical vegan. Ask pupils to compare the reasoning behind each worldview.

🥦 2. Ethical Dilemmas and Debates

• Pose dilemmas that encourage pupils to explore complex ethical and spiritual questions:
• “Is it ever right to eat animals?”
• “Can veganism be a spiritual act even if it’s not part of a religion?”
• “Is it morally consistent to love animals and still consume animal products?”

Debate Activity Example:

Divide the class into groups to explore different perspectives on eating animals. Groups represent religious believers (e.g., Sikh view on ahimsa), secular vegans, cultural omnivores, and environmentalists. Facilitate respectful, evidence-informed debate.

🌿 3. Comparative Worldview Exploration

• Highlight commonalities and differences between vegan ethics and teachings from major religions:
• Compassion: Buddhism, Jainism, Christianity
• Stewardship: Islam (khalifah), Christianity (creation care)
• Sacrifice: Religious rituals involving animals vs. non-violent living principles in veganism

Classroom Task Example:

Pupils create a comparison chart of how different worldviews (religious and non-religious) understand the idea of living ethically and causing minimal harm.

📖 4. Use of Stories and Case Studies

• Incorporate real-life examples to deepen understanding and break down stereotypes:
• A Christian vegan activist
• A Jain family that lives by ahimsa (non-harm)
• A secular vegan motivated by environmental ethics
• Vegan perspectives within global indigenous communities

Activity Example:

Pupils read or watch short stories/interviews of people from different backgrounds who are vegan, then write reflections on how belief and identity interact in their lives.

💬 Planning Questions for RE Teachers

Use these prompts to reflect on your existing curriculum and identify opportunities for more inclusive and meaningful engagement with ethical worldviews:

• Do I provide space for non-religious and ethical worldviews such as veganism alongside religious beliefs?
• Am I representing veganism fairly and respectfully, avoiding trivialisation or oversimplification?
• Are there opportunities for discussion, debate, and personal reflection in my lessons that allow pupils to explore diverse worldviews?
• Are multiple perspectives offered when exploring moral or environmental issues?
• Do I help pupils understand the interplay between personal, religious and ethical worldviews?

📝 Suggested Activity: Worldview Profile Task

Ask pupils to create a ‘worldview profile’ based on a shared ethical question such as:
“What does it mean to live a good life?”

Pupils explore how this question might be answered by people from different worldviews, for example:

• Christianity: Living according to Jesus’ teachings and loving your neighbour
• Buddhism: Following the Eightfold Path and practising compassion
• Humanism: Acting with reason and empathy to promote human flourishing
• Veganism: Minimising harm to animals and living in harmony with nature

This encourages pupils to see both religious and non-religious worldviews as equally valid frameworks for understanding life and morality.

📝 Suggested Activity: Moral Compass Mapping Task

Ask pupils to create a “moral compass” diagram showing how different worldviews might guide decisions about right and wrong.

Step-by-step:

• Choose a contemporary ethical issue (e.g., “Should humans eat animals?”, “Is it ethical to use animals for entertainment?”, “What are our responsibilities toward the environment?”)
• Pupils explore how different worldviews approach the issue and what values they prioritise (e.g., compassion, duty, non-violence, stewardship, freedom).
• Pupils then visually map each worldview’s “moral compass” — showing how their ethical direction is shaped by belief, principle, or tradition.

Example worldview inputs:

• Islam: Halal dietary law and respect for God’s creation
• Humanism: Reason and empathy as the basis for reducing suffering
• Christianity: Stewardship and dominion interpreted through love and care
• Veganism: Minimising harm to sentient beings and ecological responsibility

This helps pupils compare how different belief systems inform ethical thinking and decision-making.

📝 Suggested Activity: ‘Voices of Belief’ Ethical Dialogue Task

Pupils take on the roles of individuals from different worldviews and participate in a structured dialogue or roundtable discussion in response to a key ethical question.

Step-by-step:

• Assign each pupil a worldview (e.g., Sikhism, Veganism, Judaism, Humanism).
• Pose a provocative question such as:
• “Do humans have the right to use animals for their benefit?”
• “What does it mean to live ethically in a modern world?”
• “Is compassion a universal value?”
• Pupils research or use pre-prepared worldview summaries to develop their character’s perspective.
• During the roundtable, they respond in-role, share reasoning, and respectfully challenge each other.

Extension idea:
After the dialogue, pupils debrief out-of-role:

• What surprised you?
• Did any worldview offer a perspective you hadn’t considered?
• What values seemed to overlap across different beliefs?

This activity promotes empathy, dialogic skills, critical thinking, and nuanced understanding of belief diversity — including ethical non-religious worldviews like veganism.

📝 Suggested Activity: “A Day in the Life”

Step-by-step:

1. Introduce the Concept:
   Begin by revisiting the key features of veganism as a worldview (ethical concern for animals, environmental responsibility, non-violence, compassion, health, justice).
    
2. Scenario Task:
   Pupils imagine they are an ethical vegan and must plan an average day. They explore how this worldview affects decisions they make in areas such as:
• Food choices
• Clothing and shopping
• Social activities (e.g., visiting a zoo, cinema, eating out)
• Travel and lifestyle
• Activism or engagement with community/environmental issues
   
3. Worksheet Option (optional): Create a table with headings such as:
   

   Daily Life Area	Typical Choices	Ethical Vegan Reasoning
   Breakfast	Plant-based meal (e.g., oat milk, fruit)	Avoids animal products – compassion and sustainability
   Clothes	Avoid leather/wool	Avoids exploitation of animals
   Entertainment	Avoid zoo trip	Belief in animal autonomy and anti-exploitation

4. Extension Discussion:
• What challenges might an ethical vegan face in society?
• How might their worldview be misunderstood?
• What values are most important to someone living by this belief system?

To help pupils understand how ethical veganism shapes a person’s decisions, values, routines, and identity — demonstrating that it is a full, lived worldview that guides daily life

💭 Reflection Prompt:

➡ What small changes could you make to your RE curriculum or classroom practice to better reflect the presence and legitimacy of ethical worldviews such as veganism? What benefits might this bring to your pupils?

Case Study Scenarios – Reflective Questions

As RE continues to move toward a worldview-informed model, ethical and non-religious worldviews like veganism must be represented in meaningful, accurate, and inclusive ways. The following scenarios explore specific challenges and opportunities teachers may encounter when teaching veganism as a worldview.

These cases are designed to help you reflect on your practice and consider curriculum, pedagogy, and inclusivity considering this evolving landscape.

🧩 Scenario 1: Oversimplifying Veganism in the Classroom

During a KS3 lesson, a pupil comments: “Isn’t veganism just a diet or trend?” The teacher agrees quickly and moves on without discussing the wider ethical or philosophical basis of veganism.

Reflective Discussion Points:

• What is lost when veganism is presented only as a dietary choice?
• How can we ensure that pupils understand the deeper ethical and worldview dimensions of veganism?
• Would it have been appropriate for the teacher to clarify that for many people, veganism is an ethically grounded belief system, not simply a lifestyle trend?

Teaching Response Ideas:

• Provide a short, clear definition of ethical veganism as a worldview, including values like compassion, justice, sustainability, and non-violence.
• Use pupil comments as teachable moments to explore how worldviews influence behaviour and identity.
• Offer a follow-up task where pupils explore how beliefs (religious or non-religious) can guide everyday actions.

🧩 Scenario 2: Introducing Veganism in a Comparative Worldviews Unit

An RE department is developing a KS3 scheme of work on “How do beliefs shape the way people live?” A teacher suggests including a lesson on ethical veganism alongside case studies from Christianity and Islam.

Reflective Discussion Points:

• How can veganism be meaningfully included as a worldview, rather than as a brief add-on?
• What kinds of learning activities would allow pupils to understand the moral and philosophical foundations of veganism?
• How do we ensure fair and respectful representation of both religious and non-religious worldviews?

Teaching Response Ideas:

• Include a standalone lesson on ethical veganism using a “beliefs in action” approach — e.g., exploring daily life decisions, values, ethical dilemmas.
• Use comparative tasks where all worldviews are treated with equal depth and respect (e.g., ethical reasoning in veganism vs compassion in Buddhism or stewardship in Christianity).
• Incorporate a case study of a vegan individual, allowing pupils to consider how this worldview is lived.

🧩 Scenario 3: Managing Pupil Misconceptions and Stereotypes

During a GCSE RE lesson on ethics, a pupil makes a dismissive comment: “Vegans are just trying to force their beliefs on everyone.” Some classmates laugh, and the teacher feels unsure how to respond.

Reflective Discussion Points:

• What opportunities are there to challenge misconceptions about veganism sensitively and constructively?
• How can RE support respectful dialogue about ethical beliefs — even when they are unfamiliar or contested?
• How do we equip pupils to critically engage with ethical worldviews without reinforcing stereotypes?

Teaching Response Ideas:

• Pause the lesson to explore what a worldview is, and how strongly held beliefs (religious or otherwise) often shape people’s actions and advocacy.
• Encourage discussion around stereotyping and respectful disagreement — using analogies from religious belief systems to draw parallels.
• Set a structured task for pupils to research ethical veganism and present their findings, focusing on values, motivations, and lived experience — not just diet or activism.

🧩 Scenario 4: Resource Selection and Unintentional Bias

A teacher uses a video clip about veganism in a KS3 ethics lesson. The clip presents veganism in a humorous, mocking tone and focuses on extreme activism. Several pupils begin to associate veganism with ridicule or radicalism.

Reflective Discussion Points:

• How might the tone and framing of resources affect how pupils perceive a worldview?
• What responsibility does the teacher have to ensure respectful, balanced representation of non-religious worldviews?
• Would the same level of humour or stereotyping be acceptable when teaching about a religious tradition?

Teaching Response Ideas:

• Select resources that present ethical veganism with nuance and balance, ideally from real lived experiences, interviews or first-person case studies.
• Discuss with pupils how media representations can shape or distort public perception of beliefs — including religious and ethical worldviews.
• Invite pupils to critique the resource: Whose voice is heard? Whose is missing? Is this a fair portrayal of veganism as a worldview?

🧩 Scenario 5: Curriculum Planning – Resistance from Colleagues or SLT

A teacher suggests including veganism as a worldview in a KS3 RE curriculum review. A colleague responds: “We don’t have time for that – RE is about religion, not personal lifestyle choices.”

Reflective Discussion Points:

• How can the teacher advocate for veganism to be seen as a legitimate ethical and philosophical worldview, not just a lifestyle?
• What evidence or frameworks could support this argument (e.g., CoRE recommendations, Ofsted review, Equality Act)?
• What are the risks of excluding non-religious worldviews from RE?

Teaching Response Ideas:

• Share national guidance and legal definitions (e.g., protected philosophical beliefs under the Equality Act 2010).
• Use examples from Ofsted’s research review and the Commission on RE to support curriculum planning decisions.
• Encourage whole-department reflection: How inclusive and representative is our RE curriculum? What worldviews are missing or under-represented?

💭 Reflection Prompts for Teachers:

• Am I confident in framing veganism as a coherent ethical worldview rather than a lifestyle choice?
• How can I prepare to respond to common misconceptions sensitively and educationally?
• Are my curriculum materials presenting veganism with depth and balance, as I would with a religious worldview?

💬 Extension Prompt for Staff Discussion or CPD Group Work:

Consider the five scenarios in this handout. Which one resonates most with your current context? What actions — small or significant — might you take to improve the representation and teaching of veganism as a worldview in your RE curriculum?

FAQs: Teaching Veganism as a Worldview in Religious Education

This FAQ section supports teachers in approaching the teaching of ethical veganism as a meaningful, respectful, and inclusive component of the RE curriculum. It addresses common queries, misconceptions, and practical considerations from a curriculum and classroom practice perspective.

❓ Isn’t veganism just a dietary or lifestyle choice? Why include it in RE?

No. While veganism includes choices around diet, it is much more than that. Ethical veganism is a deeply held moral and philosophical belief system, centred on non-exploitation of animals, environmental responsibility, and non-violence. It guides how people understand right and wrong, live their values, and form their identity — which makes it a relevant worldview within RE.

❓ How is veganism different from Humanism or other ethical worldviews?

Like Humanism, veganism is a non-religious ethical worldview. However, it has a distinct focus: the moral status of animals, ecological sustainability, and rejection of animal exploitation. Some people may identify with both worldviews, but ethical veganism offers unique insights and motivations that deserve attention in their own right.

❓ Is it appropriate to include non-religious worldviews in RE lessons?

Yes — and it is increasingly expected. National guidance, including the Commission on RE (2018) and Ofsted’s RE Research Review (2021), encourages RE to include both religious and non-religious worldviews. This reflects the real-life diversity of belief systems in society and ensures inclusive representation of all learners.

❓ Can veganism be considered a religious worldview?

Yes — for some individuals, veganism can be considered a religious or spiritual worldview. While veganism is primarily seen as an ethical stance focused on animal rights, many adopt it for spiritual or religious reasons. For example:

• Hinduism: Many Hindus follow a vegetarian or vegan diet as part of the principle of ahimsa (non-violence), which is central to their faith. The belief in the sacredness of all life can lead some Hindus to adopt veganism to reduce harm to animals.
• Buddhism: Buddhism emphasises ahimsa and compassion towards all living beings. Many Buddhists choose a vegan lifestyle to avoid causing harm to animals, reflecting the spiritual commitment to non-violence and compassion.
• Jainism: Jainism takes ahimsa to an even more extreme level, advocating for a lifestyle that avoids not only killing animals but also harm to even the smallest life forms. Many Jains follow a strict vegan diet as a way of aligning with this religious principle.
• Christianity: Some Christians, particularly those in the Animal Rights movement, believe that veganism aligns with biblical teachings about kindness and stewardship over God’s creation, seeing it as a moral imperative to avoid exploiting animals.

As such, for individuals within these faith traditions (and others), veganism can be part of their religious practice, making it a valid component of non-theistic or spiritual worldviews that could be explored in RE lessons.

❓ What are some effective ways to teach veganism as a worldview?

• Explore core beliefs and values (e.g., non-violence, justice, compassion)
• Use “a day in the life” activities to show how beliefs shape everyday decisions
• Compare ethical reasoning in veganism with moral teachings in religions (e.g., stewardship, compassion, ahimsa)
• Include first-person stories or case studies from ethical vegans
• Facilitate respectful dialogue and critical thinking around ethical dilemmas (e.g., animal use, sustainability)

❓ What if pupils make dismissive or mocking comments about veganism?

Challenge such comments respectfully, as you would for any belief system. Use it as an opportunity to reinforce classroom expectations about respectful dialogue and clarify misconceptions. Helping pupils understand veganism as a belief system — not a trend or joke — is part of promoting an inclusive learning environment.

❓ Can I include veganism without taking time away from religious content?

Yes. Veganism can be introduced alongside religious content to enrich discussions about morality, identity, and values. For example:

• Compare religious and ethical responses to climate change or animal rights
• Discuss how both religious and ethical worldviews shape moral decision-making
• Highlight intersections (e.g., Christian vegans, Jain ethical practices)

❓ What if I feel underconfident teaching about veganism as a worldview?

You don’t need to be an expert in veganism to teach it well. Focus on:

• Framing it as a worldview guided by ethical principles
• Encouraging pupils to ask critical questions
• Being open to discussion and dialogue
• Using reliable, respectful resources

❓ How can I ensure I’m teaching veganism fairly and without bias?

• Avoid stereotypes (e.g., that all vegans are activists or extremists)
• Present a range of lived experiences
• Balance critique with understanding
• Offer space for reflection and respectful challenge, just as you would with any religious worldview

Further Reading and Resources

Below is a curated list of resources to support your understanding of veganism as a worldview in Religious Education, alongside wider guidance on the Religion and Worldviews approach. These include articles, podcasts, classroom resources, curriculum frameworks, and research reviews.

🌱 Veganism as a Worldview – Articles and Curriculum Guidance

• NATRE article: Veganism as a Worldview in RE
  https://www.natre.org.uk/news/latest-news/veganism-as-a-worldview-in-re/
• RE:Online article: Ethical Veganism in the Curriculum
  https://www.reonline.org.uk/2023/06/27/ethical-veganism-in-the-curriculum/
• TeachVine CPD platform – RE and worldview training content
  https://teachvine.org/
• Animal Interfaith Alliance – Spirited Arts Competition 2023
  https://animal-interfaith-alliance.com/spirited-arts-competition-2023/
• Green Islam article: Conserving the World’s Resources Through Veganism
  https://www.greenislam.org/articles/conserving-the-worlds-resources-through-veganism
• The RE Podcast – Episode: The One About Veganism
  https://www.therepodcast.co.uk/post/s12-e9-the-one-about-veganism
• Animal Aid – Educational Resources on Ethics and Animal Welfare
  https://www.animalaid.org.uk/education/education-resources/

📘 Religion and Worldviews – Guidance and Frameworks

• Religious Education Council: Commission on RE (CoRE) Final Report – Religion and Worldviews: The Way Forward
  https://religiouseducationcouncil.org.uk/our-work/other-projects/core/
• RE Subject Report (2023): Deep and Meaningful – Religious Education Subject Report (Ofsted)
  https://www.gov.uk/government/publications/subject-report-series-religious-education/deep-and-meaningful-the-religious-education-subject-report
• RE Research Review (2021) – Ofsted
  https://www.gov.uk/government/publications/research-review-series-religious-education/research-review-series-religious-education
• REC Worldviews FAQs and Introduction
  https://religiouseducationcouncil.org.uk/resource/worldviews-introduction-faqs/
• REC Worldviews Approach Overview
  https://religiouseducationcouncil.org.uk/rwapproach/
• Theos Think Tank – Worldviews in Religious Education: A Framework for Curriculum Change
  https://www.theosthinktank.co.uk/research/2020/10/21/worldviews-in-religious-education