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.
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.
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.
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.
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
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.
Understanding Others
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.
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.
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:
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.
Conflict and peace
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.
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.
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:
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 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:
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.
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:
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.
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?
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