Religious Education
The primary goal of Religious Education is to encourage students to explore key human questions that religions and worldviews seek to answer. Through this systematic enquiry, students gain the knowledge and skills to understand, evaluate, and reflect on diverse perspectives—and to form thoughtful responses of their own.
Nursery
In Nursery, pupils begin to explore the idea of special times, people, and celebrations. They talk about their own experiences of birthdays, family traditions, and festivals, and begin to understand that different people celebrate in different ways. Through stories, songs, and simple activities, children are introduced to key religious celebrations such as Christmas and Easter. They learn that these events are important to many people and begin to recognise some of the symbols and traditions associated with them. These early experiences help children develop respect for others and an awareness of the diverse world around them.
Understanding the World
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.
Reception
In Reception, pupils build on their understanding of special times and begin to explore the beliefs and practices of different religious communities. They learn why Christmas and Easter are special for Christians and begin to understand the stories behind these celebrations. Through storytelling, role play, and creative activities, children explore the meaning of religious symbols and traditions. They are encouraged to ask questions, share their own experiences, and listen to others. Pupils also begin to learn about other world religions through festivals such as Diwali and Eid, helping them to develop a sense of respect, curiosity, and appreciation for different beliefs and cultures.
Understanding the World
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.
Year 1
In Year 1, children explore a range of beliefs and values through stories, discussions, and creative activities. They learn about Christianity, including the creation story, and explore symbols, worship, and what different people believe. As they begin to understand the world’s diversity, they learn about faith communities, recognising that people have different beliefs and ways of living. Later in the year, they explore Islam, learning about the Five Pillars, prayer, and how Muslims live their faith. Through questions like “What does it mean to be good?”, children reflect on morality, rules, and how different people—religious and non-religious—make choices. They also explore Buddhism, and finish the year with big questions like “Is it okay to be different?” and “Who is the most important person in a community?”, encouraging thoughtful discussion and empathy.
Learning about Religion Substantive Knowledge
Identifying Christian Core Beliefs and Concepts:
Who are Christians?
Who do they worship?
What rules do they follow?
What are symbols associated to Christianity?
Identifying Muslim Core Beliefs and Concepts:
Who are Muslims?
Who do they worship?
What are the Five Pillars of Islam?
What are symbols associated to Islam?
Identifying Jewish Core Beliefs and Concepts:
Who are Jews?
Who do they worship?
How are they different to Christians?
What are the Ten Commandments?
What are symbols associated to Judaism?
Identifying Buddhist Core Beliefs and Concepts:
Who are Buddhists?
Who do they ‘worship’?
What values do they have?
Identifying Humanist Core Beliefs and Concepts:
What values to humanist people have?
Link with – Understanding Others
Learning from Religion Ways of Knowing & Personal Knowledge
Pupils explore how people always face moral choices. Starting with a consideration of what makes a happy classroom, and why rules are important.
Pupils then study the core beliefs of Christianity, Judaism and Islam including the Ten Commandments and the Five Pillars. Here pupils will make links between the teachings of different religions and the actions of believers.
They will also look at non-religious stories and how these exemplify some guidelines for life, alongside role models within society (teachers, parents, politicians). They will be invited to respond by considering what would make the best rules for life.
Questions to Think and Talk About:
How are we ‘good’ at school?
What rules do Christians follow to be good?
Do other beliefs have different rules?
How should we care for others and the world?
Why does caring matter?
Through these questions, pupils will reason with the ideas they have and make links connections with the core beliefs of different religions.
British Council Themes for "Global Citizens"
Understanding Others
- Understand that there are people different from ourselves.
- Discuss diversity and the challenges some people may face.
- Comparing similarities and differences between our culture and others.
- Explore the concept of fairness – is it ok to be different? Do we all deserve the chance to be ourselves?
- What does it mean to belong to a community?
- Link with: Looking at the World
P4C Ideas:
Is it ok to be different?
Who is the most important person in a community?
Is it possible to have a bad friend?
TEXT: Something Else
TEXT: There’s Room for Everyone.
Year 2
In Year 2, children deepen their understanding of world religions and values through thoughtful enquiry and storytelling. They revisit Christianity, exploring the Bible, who reads it, and why its stories are important. They also learn about Judaism, focusing on the Torah and its role in Jewish life. In the spring, they explore the themes of conflict and peace, learning how disagreements happen and how people work to resolve them. Later in the year, they explore Hinduism, including rebirth, worship, and important symbols. They also learn about Humanism, exploring stories that teach values and comparing them with fables and fairy tales. The year ends with a reflective unit called Let’s Get Thinking, where children consider big ideas like “What does it mean to be brave?” and “Is there a time when we shouldn’t share?”, helping them grow into thoughtful and compassionate individuals.
Learning about Religion Substantive Knowledge
- What is the Bible?
- Who reads the bible and when?
- What stories does it tell?
- Why are these stories important?
- What is the Qur’an?
- Who reads the Qur’an and when?
- What stories does it tell?
- Why are these stories important?
- What is the Torah?
- Who reads it and when?
- What stories does it tell?
- Why are these stories important?
- Who are Hindus?
- Who do they ‘worship?
- What is rebirth and why is it important?
- What are symbols associated to Hinduism?
- What are the Vedas and what do they tell us?
- What is the Ramayana and what does it tell us?
- What are The Puranas and what do these stories tell us?
- How are these taught through the Tripitaka?
- What are symbols associated to Buddhism?
- What stories are told to humanists that teach us values?
- Link with ‘Here We Are’ and Communities project in Summer 2.
Learning from Religion Ways of Knowing & Personal Knowledge
Pupils start by thinking about special books and stories for themselves, giving clear and simple accounts of the stories. Pupils will then discuss how they show what different religious communities believe and how they may link to different festivals.
They go on to investigate special books and writings for religious believers, in particular the Bible and the Qur’an. Pupils consider why these are special and how they are respected and treated.
Religious and non-religious stories covered:
- Birth narrative of Jesus
- The Easter story- create links to The Gospel
- Parables of the Prophet Muhamad
- God’s covenant with Abraham and Sarah
- The Ramayana
- The enlightenment of the Buddha
- Here We Are- Oliver Jefferies
Questions to Think and Talk About:
How do stories guide believer’s lives?
What values do these stories present?
How might a believer change their behaviour because of this story?
Do we recognise any of these stories?
Why do many religions have festivals?
Through these questions, pupils will reason with the ideas they have and make links connections with the stories they have heard and how they guide the actions of believers.
British Council Themes for "Global Citizens"
Conflict and peace
- Understand why conflict occurs when ideas, beliefs and attitudes clash.
- Learn how to resolve, avoid and work through conflict to achieve peace.
- Develop skills and attitudes that are essential in a globalised world.
- Link with: Triumphs and Disasters Autumn 1 and 2 units
P4C Ideas:
What does it mean to be brave?
Is it ok to be different?
Is there a time when we shouldn’t share?
TEXT: Frog is a Hero
TEXT: War and Peas
Young people will almost certainly need to work and build friendships with people who hold different beliefs.
Year 3
Pupils will discuss the links between narratives that occur at pilgrimage sites and how they might impact how people live both individually and in communities. Pupils will examine how pilgrimages may demonstrate belief and serve as an act of worship. From both a religious and humanist perspective they consider the sacrifices that people make in order to carry out the journeys and how this enriches people’s lives.
Learning about Religion Substantive Knowledge
- What is special about Lourdes?
- Why do Christians go on pilgrimage there?
- What is special about Iona?
- Why do Christians travel there?
- What key events happen in the lives of Christians?
- Discuss concept of Heaven after death.
- What is special about Mecca?
- What is the Hajj?
- The journey of Ramadan and why?
- What is Eid?
- Discuss concepts of Akhirah.
- Where is Jerusalem and why is it important?
- Journeys coincide with Pesach, Shavuot and Sukkot. Discuss these.
- What is rebirth and why is it important?
- Where is Kumbh Mela? Why do people travel there?
- Discuss the different temples.
- What is enlightenment?
- How do Buddhists achieve this?
- The eightfold path – spiritual journey.
- Highlight places like Bodh Gaya, Sarnath, Jushinagar, Shravasti…
- Who are Sikhs?
- What do they believe in?
- What values do they follow?
- What are symbols associated to Sikhism?
- What lessons foes the Guru Granth Sahib provide?
- Afterlife and rebirth.
- The focus on an inner spiritual pilgrimage rather than a location to visit.
- Consider journeys that people without a belief go on?
- Is a holiday a special journey? Etc.
Learning from Religion Ways of Knowing & Personal Knowledge
Explore the special journeys that people make including pilgrimages and spiritual journeys as well as metaphorical journeys through faith. (Death, Marriage etc.).
How and why do people mark the significant events of life?
Pupils will discuss the links between narratives that occur at pilgrimage sites and how they might impact how people live both individually and in communities.
Pupils will examine how pilgrimages may demonstrate belief and serve as an act of worship. From both a religious and humanist perspective they consider the sacrifices that people make in order to carry out the journeys and how this enriches people’s lives.
Additionally, pupils will discuss how different believers may put their beliefs into practice through pilgrimages, how each journey may be a different religious experience. Pupils will be encouraged to think about different beliefs within the same community surrounding pilgrimages, i.e. how not all believers will go on pilgrimages or may go at different times in their lives.
Questions to Think and Talk About:
- What is a pilgrimage and who can go on them?
- Life is a journey – what stages do people go through in life?
- How are weddings a journey for people?
- How are birthdays a journey?
- Should all believers go on pilgrimages?
- Ramadan as a spiritual journey…
- Compare what death is like for Christians, Muslims, Hindus, Buddhists and the journeys it takes them on…
- Link with: Ancient Civilisation beliefs and journeys (Egyptian Death, Mayan, Shang etc.)
British Council Themes for "Global Citizens"
- Explore the concept of social identity – the identities they have, and how the groups they belong to inform those identities.
- Gain an appreciation and understanding of global cultures.
- Link with: Region Comparison
- Is it ok to be different?
- What do you need to be happy?
- Is it ok to lie?
- Would you be the same person if you had a different name?
- TEXT: Jemmy Button
- TEXT: Beegu
Year 4
Pupils will be able to identify and explain the core concept of worship across many religions. They will visit places of worship and discuss the importance of these places and they role they play within religious communities, discussing with religious figures the importance of worship.
Learning about Religion Substantive Knowledge
- What is the difference between a church, chapel and cathedral?
- Consider the events that happen within these locations.
- How do Christian’s worship?
- What festivals do they follow?
- Why is a church so important to Christians?
- What is a mosque?
- What happens inside a mosque?
- How do Muslim’s worship?
- What festivals do they follow?
- Why is the mosque so important to Muslims?
- What is a synagogue?
- What happens inside a synagogue?
- How do Jews worship?
- What festivals do they follow?
- Why is a synagogue so important to Jews?
- What is a temple or mandir?
- Why are there so many different types of mandir?
- How do Hindus worship?
- What festivals do they follow?
- Why is a temple so important?
- What is the difference between a Buddhist temple and a Hindu?
- What is a Stupa?
- What is meditation? Is it a form of worship?
- What festivals do they follow?
- Is the temple important?
- What is a Gurdwara?
- What happens inside a Gurdwara?
- How do Sikh’s meditate?
- What festivals do they follow?
- What places to we find special?
- What could worship look like for someone of humanist belief?
- How might belief help others when life gets hard?
- What festivals do they follow?
Learning from Religion Ways of Knowing & Personal Knowledge
Pupils will be able to identify and explain the core concept of worship across many religions. They will visit places of worship and discuss the importance of these places and they role they play within religious communities, discussing with religious figures the importance of worship.
Pupils will understand how religious festivals are related to key figures, events and stories and how these are celebrated within families and religious communities.
After these visits, the pupils will reflect on the differences between religions in how they demonstrate worship and how this impacts their way of life- putting beliefs into practice.
Questions to Think and Talk About:
- What is the role of the church within the Christian community?
- What is different between the chapel, church and cathedral?
- In what ways do people worship?
- Can Humanists worship?
- How do believers worship outside of sacred spaces?
- Is there more than one way to worship?
- What does this look like?
British Council Themes for "Global Citizens"
- Become more eco-aware and informed about sustainability.
- What causes climate change?
- How can we be more environmentally aware?
- Link with: Climate, Victorians
- Is it ok to be different?
- What would you uninvent?
- Are we becoming too reliant on computers and the internet?
- Doing your best is more important than being the best?
- TEXT: The Window
- TEXT: Tin Forest
Year 5
Pupils will develop an awareness of the key figures in the Abrahamic religions and their teachings. They will learn about the specific characteristics of leaders – both religious and non-religious. Pupils consider why leaders are inspirational and how key principles are taught through preaching and stories.
Learning about Religion Substantive Knowledge
- The importance of Jesus and God. Discussion on the Trinity?
- The role of the vicar/priest/bishop etc.
- Discuss Jesus and his disciples. Explore why they followed him and the examples he set.
- Review some stories told by Jesus and why these stories were important to hear eg Good Samaritan, Unforgiving servant.
- Discuss Jesus’ death and how that inspired many.
- The importance of Allah.
- Who is the Imam? What role does he play?
- Who was Muhammad?
- Tell his story and why Allah chose him.
- Who was Abraham? His role in the ‘creation’ of Judaism.
- The importance of God in Judaism and their disbelief in Jesus as the Messiah.
- Who/what is a messiah?
- How did Moses lead and inspire his people- explore Jewish exodus from Egypt.
- What is the role of Rabbi and how might he inspire?
- Who are the Triumvirate? (Brahma, Vishnu and Shiva)
- How do they continue to inspire Hindu life and culture?
- Who is the Pujari and how do they inspire others?
- Siddhartha Gautama and his teachings.
- How did he become known as the Buddha?
- Who is the Dalai Lama?
- How does he lead and inspire today?
- Who is Waheguru?
- Why is he important to Sikhs?
- Discuss prominent political figures and how they inspire.
- Discuss jobs/professions that inspire us today.
- Discuss the role of historical figures and what beliefs they had.
Learning from Religion Ways of Knowing & Personal Knowledge
Considering the concept of leadership as a general introduction to Jesus, The Prophet Muhammad and Moses as important leaders for Christians, Muslims and Jews.
Pupils will develop an awareness of the key figures in the Abrahamic religions and their teachings. They will learn about the specific characteristics of leaders – both religious and non-religious. Pupils consider why leaders are inspirational and how key principles are taught through preaching and stories.
Pupils will have the opportunities to look at a modern-day leaders (eg Archbishop of Canterbury and Dahli Lama) and consider their impact on society.
Pupils will make connections between what different communities believe and how they practice their beliefs in a modern context. Through looking at texts and influential figures in these texts pupils will make links between these, practices of modern believers and structures of organized religions.
Questions to Think and Talk About:
- What example does Jesus set for his followers?
- How does Moses lead his people?
- Why is the Prophet Muhammad so important to Islam?
- Who would we consider inspirational and why?
- What similarities can we draw between a modern-day leader and those of the bible/Qur’an? Similar values?
British Council Themes for "Global Citizens"
- Equal opportunities, freedom, and discrimination
- These topics should lead to lively discussion around why equality should exist and an exploration of why it doesn’t.
- Guest speakers from Exeter BLM to share experiences and lead a workshop?
- Link with: Politicians Throughout Time History Theme
- Can you have too much power?
- Can good people do bad things?
- Is it ok to be different?
- What is a reward?
- What is more important; being right or being nice?
- TEXT: Three Monsters
- TEXT: The Tunnel
Year 6
Pupils will explore the concept of different creation stories and how they explain the world looking and being how it is. Within this they will consider what different people say about God, looking at different religious scripture including the Bible, the Quran and Guru Granth Sahib. Pupils will additionally explore different interpretations, within religious communities, of creation narratives (are they literal or poetic) to form their own ideas surrounding the place of creation narratives.
Learning about Religion Substantive Knowledge
- The importance of God and his role in the Bible.
- What do Christians learn from the Creation story.
- Discuss how this story is received by Christians.
- What does the creation story suggest is important within our world?
- The importance of Allah and his role in the Qur’an.
- The Muslim Creation Story. (No official story, but hints throughout the Qur’an.)
- What does this understanding of creation suggest is important about our world?
- The importance of God and his role in the Torah.
- The Jewish Creation Story and its similarities to Christian faith.
- Discuss how this story is received by Jews.
- What does this creation story suggest Jewish people respect within our world?
- The many stories of creation (the innumerable universes) and the one applying to our universe.
- The role of the Triumvirate.
- What does this story suggest about the importance within the world?
- Non-belief in any God and therefore no one to have created the world.
- How was the world created according to Buddhism?
- God as separate from the Universe vs God as part of the universe.
- The scientific understanding accepted by Sikhs.
- Explore the different theories of the worlds creation and explore the values they share with those of different beliefs.
- What lessons can we learn about how to care for the planet?
Learning from Religion Ways of Knowing & Personal Knowledge
Pupils will explore the concept of different creation stories and how they explain the world looking and being how it is.
Within this they will consider what different people say about God, looking at different religious scripture including the Bible, the Quran and Guru Granth Sahib. Pupils will additionally explore different interpretations, within religious communities, of creation narratives (are they literal or poetic) to form their own ideas surrounding the place of creation narratives.
Questions to Think and Talk About:
What similarities are there between different creation stories?
What is the role of God for Christians?
How do Christians receive the teachings of the bible?
Is there more than one way these narratives could be interpreted?
Should it matter to believers if creation stories are poetic?
British Council Themes for "Global Citizens"
- Engage in discussion on whether human rights can be absolute or conditional.
- Discuss prominent figures within human rights.
- How we are all responsible for upholding the rights of others.
- Discuss protests throughout history and recent years. Why they happen and are they right/wrong?
- Link with: GEC, Kings and Queens
- Is a human’s life more valuable than a rats?
- Do we all have the same rights?
- Is it ok to be different?
- Do you need to be religious to celebrate Christmas?
- Is it important to stand out from the crowd?
- Is it ok to change your mind?
- TEXT: The Island
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