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Religious Education Overview

RE Programme of Study - Update 2019 – 2020

 We are currently following the Bradford Agreed Syllabus for RE 2016-2020.

Here is an update for what school must cover in RE lessons in Primary Schools.

Key Concepts

RE lessons

In Key Stage One and Key Stage Two children must be taught RE for an hour a week.

Which religions are we teaching?

In order to deepen pupils’ knowledge, skills and understanding of religious belief and the way that it is lived by believers today, pupils will be taught Christianity, Islam, Buddhism, Hinduism, Judaism and Sikhism, as well as other religious and non-religious worldviews, in order to develop the conceptual understanding to enable them to answer the deep questions of the syllabus.

To ensure that we are embracing the personal experiences and beliefs of the children at our school a greater emphasis will be placed on the teaching of Christianity and Islam.

Here is a list of the religions that will be taught in each year group:

Year One – Christianity and Islam

Year Two – Christianity and Judaism

Year Three – Christianity and Islam

Year Four – Sikhism and Islam

Year Five – Islam and Hinduism

Year Six – Christianity and Buddhism

(Please note that Year 5/6 is taught on a rolling programme). 

Assessment in RE

The assessment system for this Agreed Syllabus is based on key performance indicators (KPIs) for end of year and end of phase expectations which reflect what pupils are expected to achieve. Assessment will be both formative and summative and will be used as a basis for a written report to parents at the end of each academic year.

At the end of Key Stage 1 pupils will..


 Identify special places, days and objects related to the questions studied/ aspects covered.

 Identify special books and know some key teachings for the religions studied.

 Recount some religious stories and recognise some religious objects.

 Reflect on their own identity and experiences.

 Ask questions and give opinions about religious and non-religious worldviews.

 Reflect on their own values, attitudes and commitments.

 Talk or write about some key teachings in at least two religious and non-religious worldviews.

 Talk or write about special places, days and objects in at least two religions in relation to the topics studied.

 Show understanding of the meaning of stories and symbols relating to the topics covered.

 Recognise that others' identity and experiences are important to them.

 Recognise that some ‘deep’ questions are about meaning and purpose.

 Recognise and respond to examples of others’ values, attitudes and commitments and share their own.

Lower Key Stage 2

At the end of Year 3 pupils will:

 Talk or write about key teachings with increased depth. Identify the key details of some stories.

 Talk or write about special places, days and objects and their significance to believers.

 Explain why stories and symbols are significant to believers.

 Respond to others' identity and experiences.

 Respond to questions about meaning and purpose.

 Recognise that values, attitudes and commitments are often rooted in religious teachings and authority.

At the end of Year 4 pupils will:

 Use correct terminology when talking or writing about special places, days, rituals and objects and key beliefs and teachings.

 To explain the details of significant stories.

 To explain some ways that different religions can share common features.

 Understand that symbolic meaning and significance can be expressed in a variety of ways.

 Make connections between their own identity and experience and that of others.

 Reflect on what is special and significant in their own lives and/or realise that there are puzzling and difficult questions.

 Show some understanding of values, attitudes and commitments in relation to stories and teachings, beliefs and practices.

Upper Key Stage 2

At the end of Year 5 pupils will:

 Understand the significance of key writings and teachings.

 Understand and make connections between key teachings in religious and non-religious worldviews. Understand some of the ways in which believers interpret story and symbolism and use language and ritual to convey meaning.

 Reflect on links and comparisons between their own and others’ identity and experience.

 Formulate questions of meaning and purpose.

 Reflect on moral issues in their own lives, in relation to their understanding of religious and non-religious worldviews.

At the end of Year 6 pupils will:

 Understand the significance of key writings and teachings for the followers of religious and non-religious worldviews.

 Understand the significance of worship, rituals and values for the followers of religious and non-religious worldviews and make comparisons between the religions and beliefs studied.

 Explain how believers give meaning to symbols, story, language etc. and make some links between beliefs, practices and ways of expressing meaning.

 Formulate questions on their own and others’ experiences and suggest some possible responses.

 Reflect on some questions of meaning and purpose in their own lives and suggest some possible responses.

 Discuss moral questions, recognising that there are different views to be considered.