EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Believing

 (Religious beliefs, teachings, sources; questions about meaning, purpose and truth)

In Nursery, the children celebrate festivals throughout the year and explore stories that are linked to them. They explore the differences and similarities between themselves, their families and their peers. This applies to each strand of learning within the RE curriculum. 

In Reception, we work on Key Questions from the syllabus (in red below) and celebrate relevant festivals throughout the year, reflecting the multicultural nature of our community.

Throughout Reception different people are introduced (either as puppets, people role playing or figures on the board) who represent each major religion and can share their experiences in a child friendly way. 

Which people are special and why?

Pupils will learn to talk about people who are special to them and consider what makes them special. They will recall some stories about special people in different religions, including Christianity, Sikhism, Islam, etc. and think about what we can learn from them. 

Which stories are special and why?

Pupils will begin to talk about some religious stories and recognise some religious words. They will begin to identify sacred texts and realise that some people think they are very important. They will begin to relate some of the messages to their own lives, e.g. the importance of being grateful. 

Who is a Christian and what do they believe? Pupils will learn to talk about some simple ideas about Christian beliefs about God and Jesus. They will re-tell a story that shows what Christians might think about God, in words, drama and pictures, suggesting what it means. They will begin to talk about issues of good and bad, right and wrong arising from the stories. They will ask some questions about believing in God and offer some ideas of their own.

Who is a Sikh and what do they believe? Pupils will learn to talk about some simple ideas about Sikh beliefs about God and Guru Nanak. They will re-tell a story that shows what Sikhs might think about God, in words, drama and pictures, suggesting what it means. They will begin to talk about issues of good and bad, right and wrong arising from the stories. They will ask some questions about believing in God and offer some ideas of their own.

Who is Jewish and what do they believe? Pupils will learn to talk about how the mezuzah in the home reminds Jewish people about God. They will talk about how Shabbat is a special day of the week for Jewish people, and give some examples of what they might do to celebrate Shabbat. They will re-tell a story that shows what Jewish people at the festivals of Sukkot, Chanukah or Pesach might think about God, suggesting what it means. They will ask some questions about believing in God and offer some ideas of their own.

Who is a Muslim and what do they believe? Pupils will learn to talk about some simple ideas about Muslim beliefs about God, making links with some of the 99 Names of Allah. They will re-tell a story about the life of the Prophet Muhammad (pbuh). They will recognise some objects used by Muslims and suggest why they are important. They will identify some ways Muslims mark Ramadan and celebrate Eid-ul-Fitr and how this might make them feel.

What can we learn from sacred books? Pupils will learn to recognise that sacred texts contain stories which are special to many people and should be treated with respect. They will re-tell stories from the Christian Bible and stories from another faith; suggest the meaning of these stories. They will ask and suggest answers to questions arising from stories Jesus told and from another religion. They will talk about issues of good and bad, right and wrong arising from the stories.

What do different people believe about God?

Pupils will learn to describe some of the ways in which Christians Hindus and/or Muslims describe God. They will ask questions and suggest some of their own responses to ideas about God. They will suggest why having a faith or belief in something can be hard. They will identify how and say why it makes a difference in people’s lives to believe in God.

Why is the Bible so important for some Christians today?

Pupils will learn to make connections between stories in the Bible and what Christians believe about creation, the Fall and salvation. They will give examples of how and suggest reasons why Christians use the Bible today. They will describe some ways Christians say God is like, with examples from the Bible, using different forms of expression. They will discuss their own and others’ ideas about why humans do bad things and how people try to put things right.

Why is Jesus inspiring to some people?

Pupils will learn to make connections between some of Jesus’ teachings and the way Christians live today. They will describe how Christians celebrate Holy Week and Easter Sunday. They will identify the most important parts of Easter for Christians and say why they are important. They will give simple definitions of some key Christian terms (e.g. gospel, incarnation, salvation) and illustrate them with events from Holy Week and Easter.

Why do people think that God exists?

Pupils will learn to outline clearly a Christian understanding of what God is like, using examples and evidence. They will give examples of ways in which believing in God is valuable in the lives of Christians, and ways in which it can be challenging. They will express thoughtful ideas about the impact of believing or not believing in God on someone’s life. They will present different views on why people believe in God or not, including their own ideas.

What would Jesus do? Can we live by the values of Jesus in the twenty-first century?

Pupils will learn to outline Jesus’ teaching on how his followers should live. They will offer interpretations of two of Jesus’ parables and say what they might teach Christians about how to live. They will explain the impact Jesus’ example and teachings might have on Christians today. They will express their own understanding of what Jesus would do in relation to a moral dilemma from the world today.

Who is a Buddhist and what do they believe?

Pupils will learn about the Buddhist faith and practices. They will describe how these beliefs directly influence the daily life of a Buddhist and what implications they have on their world view. 

Independent research group projects and presentations into religions (Cross curricular with ICT)

Pupils will work in small groups to explore their own questions about religion and world views. They will produce a power point presentation to share with the rest of the class. 

Expressing (Religious and spiritual forms of expression; questions about identity and diversity) 

Which places are special and why?

Pupils will learn to talk about somewhere that is special to them. They will become aware that some religious people have places which are special to them. They will identify some significant feature of sacred places and talk about things that are valued in places of worship. 

Which times are special and why?

Pupils will learn to give examples of special occasions and remember stories connected with different festivals, including Christmas or Easter, as well as those from other faiths. Pupils will learn to talk about why these festivals are special to people who belong to particular faiths. 

How and why do we celebrate special and sacred times? Pupils will learn to identify some ways Christians celebrate Christmas/ Easter/Harvest /Pentecost and some ways a festival is celebrated in another religion. They will re-tell stories connected with Christmas/ Easter/ Harvest/Pentecost and a festival in another religion and say why these are important to believers. They will ask questions and suggest answers about stories to do with Christian festivals and a story from a festival in another religion. They will collect examples of what people do, give, sing, remember or think about at the religious celebrations studied, and say why they matter to believers.

What makes some places sacred?

Pupils will learn to identify special objects and symbols found in a place where people worship and be able to say something about what they mean and how they are used. They will talk about ways in which stories, objects, symbols and actions used in churches, mosques and/or synagogues show what people believe. They will learn to describe some of the ways in which people use music in worship, and talk about how different kinds of music makes them feel. 

How and why do we celebrate special and sacred times? Pupils will learn to identify some ways Christians celebrate Christmas/ Easter/Harvest /Pentecost and some ways a festival is celebrated in another religion. They will re-tell stories connected with Christmas/ Easter/ Harvest/Pentecost and a festival in another religion and say why these are important to believers. They will ask questions and suggest answers about stories to do with Christian festivals and a story from a festival in another religion. They will collect examples of what people do, give, sing, remember or think about at the religious celebrations studied, and say why they matter to believers.

Why do people pray?

Pupils will learn to describe the practice of prayer in the religions studied. They will make connections between what people believe about prayer and what they do when they pray. They will describe ways in which prayer can comfort and challenge believers. They will describe and comment on similarities and differences between how Christians, Muslims and Hindus pray.

Why are festivals important to religious communities?

Pupils will learn to make connections between stories, symbols and beliefs with what happens in at least two festivals. They will ask questions and give ideas about what matters most to believers in festivals (e.g. Easter, Eid). They will identify similarities and differences in the way festivals are celebrated within and between religions. They will explore and suggest ideas about what is worth celebrating and remembering in religious communities and in their own lives.

Why are festivals important to religious communities?

Pupils will learn to make connections between stories, symbols and beliefs with what happens in at least two festivals. They will ask questions and give ideas about what matters most to believers in festivals (e.g. Easter, Eid). They will identify similarities and differences in the way festivals are celebrated within and between religions. They will explore and suggest ideas about what is worth celebrating and remembering in religious communities and in their own lives.

Why do some people think that life is a journey and what significant experiences mark this?

Pupils will learn to suggest why some people see life as a journey and identify some of the key milestones on this journey. They will describe what happens in Christian, Jewish, and/or Hindu ceremonies of commitment and say what these rituals mean. They will suggest reasons why marking the milestones of life are important to Christians, Hindus and/or Jewish people. They will link up some questions and answers about how believers show commitment with their own ideas about community, belonging and belief. 

If God is everywhere, why go to a place of worship?

Pupils will learn to make connections between how believers feel about places of worship in different traditions. They will select and describe the most important functions of a place of worship for the community. They will give examples of how places of worship support believers in difficult times, explaining why this matters to believers. They will present ideas about the importance of people in a place of worship, rather than the place itself.

Is it better to express your beliefs in arts and architecture or in charity and generosity? 

Pupils will learn to describe and make connections between examples of religious creativity (buildings and art). They will show understanding of the value of sacred buildings and art. They will suggest reasons why some believers see generosity and charity as more important than buildings and art. They will apply ideas about values and from scriptures to the title question.

Living (Religious practices and ways of living; questions about values and commitments)

What is special about our world and why?

Pupils will learn to talk about things they find interesting, puzzling or wonderful, as well as about their own experiences and feelings about the world. They will think about the wonders of the natural world, expressing their ideas and feelings. They will learn about how to look after plants and animals, as well as finding out how to look after our planet. 

What does it mean to belong to a faith community? Pupils will learn to recognise and name some symbols of belonging from their own experience, for Christians and at least one other religion, suggesting what these might mean and why they matter to believers. They will give an account of what happens at a traditional Christian infant baptism /dedication and suggest what the actions and symbols mean. They will identify two ways people show they belong to each other when they get married. They will respond to examples of co-operation between different people.

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

Pupils will learn to re-tell Bible stories and stories from another faith about caring for others and the world. They will identify ways that some people make a response to God by caring for others and the world. They will talk about issues of good and bad, right and wrong arising from the stories. They will talk about some texts from different religions that promote the ‘Golden Rule’, and think about what would happen if people followed this idea more. They will use creative ways to express their own ideas about the creation story and what it says about what God is like.

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

Pupils will learn to describe some examples of what Christians do to show their faith, and make connections with some Christian beliefs and teachings. They will describe some ways in which Christian express their faith through hymns and modern worship songs. They will suggest at least two reasons why being a Christian is a good thing in Britain today, and two reasons why it might be hard sometimes. They will discuss links between the actions of Christians in helping others and ways in which people of other faiths and beliefs, including pupils themselves, help others.

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

Pupils will learn to describe some examples of what Sikhs do to show their faith, and make connections with some Sikh beliefs and teachings. They will describe some ways in which Sikhs express their faith through actions. They will suggest at least two reasons why being a Sikh is a good thing in Britain today, and two reasons why it might be hard sometimes. They will discuss links between the actions of Sikhs in helping others and ways in which people of other faiths and beliefs, including pupils themselves, help others.

What can we learn from religions about deciding what is right and wrong?

Pupils will learn to give examples of rules for living from religions and suggest ways in which they might help believers with difficult decisions. They will make connections between stories of temptation and why people can find it difficult to be good.
They will give examples of ways in which some inspirational people have been guided by their religion. They will discuss their own and others’ ideas about how people decide right and wrong.

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

Pupils will learn to describe some examples of what Hindus do to show their faith, and make connections with some Hindu beliefs and teachings about aims and duties in life. They will describe some ways in which Hindus express their faith through puja, aarti and bhajans. They will suggest at least two reasons why being a Hindu is a good thing in Britain today, and two reasons why it might be hard sometimes. They will discuss links between the actions of Hindus in helping others and ways in which people of other faiths and beliefs, including pupils themselves, help others.

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

Pupils will learn to make connections between Muslim practice of the Five Pillars and their beliefs about God and the Prophet Muhammad (pbuh). They will describe and reflect on the significance of the Holy Qur’an to Muslims. They will describe the forms of guidance a Muslim uses and compare them to forms of guidance experienced by the pupils. They will make connections between the key functions of the mosque and the beliefs of Muslims.

What difference does it make to believe in Ahimsa (harmlessness), grace and/or Ummah (community)?

Pupils will learn to make connections between beliefs and behaviour in different religions. They will outline the challenges of being a Hindu, Christian or Muslim in Britain today. They will make connections between belief in ahimsa, grace and Ummah, teachings and sources of wisdom in the three religions. They will consider similarities and differences between beliefs and behaviour in different faiths.

What matters most to Christians and Humanists?

Pupils will learn to describe what Christians mean about humans being made in the image of God and being ‘fallen’, giving examples. They will describe some Christian and Humanist values simply. They will express their own ideas about some big moral concepts, such as fairness, honesty etc., comparing them with the ideas of others they have studied. They will suggest reasons why it might be helpful to follow a moral code and why it might be difficult, offering different points of view.