Religious Education

Curriculum by Year Group

Colour key:

• Making sense
• Understanding impact
• Making connections

Reception

Why is the word "God" special to Christians ?

• Talk about things they find interesting, puzzling or wonderful and also about their own experiences and feelings about the world
• Retell stories, talking about what they say about the world, God, human beings
• Think about the wonders of the natural world, expressing ideas and feelings
• Say how and when Christians like to thank their Creator
• Talk about what people do to mess up the world and what they do to look after it.

Why is Christmas special for Christians ?

• Talk about people who are special to them
• Say what makes their family and friends special to them
• Recall simply what happens at a traditional Christian festival (Christmas)
• Begin to recognise the word ‘incarnation’ as describing the belief that God came to Earth as Jesus
• Retell religious stories, making connections with personal experiences.

Why is Easter special for Christians ?

• Recognise and retell stories connected with celebration of Easter
• Say why Easter is a special time for Christians
• Talk about ideas of new life in nature
• Recognise some symbols Christians use during Holy Week, e.g. palm leaves, cross, eggs, etc., and make connections with signs of new life in nature
• Talk about some ways Christians remember these stories at Easter.

Being special: where do we belong ?

• Retell religious stories making connections with personal experiences
• Share and record occasions when things have happened in their lives that made them feel special
• Recall simply what happens at a traditional Christian infant baptism and dedication
• Recall simply what happens when a baby is welcomed into a religion other than Christianity.

Which places are special and why ?

• Talk about somewhere that is special to themselves, saying why
• Recognise that some religious people have places which have special meaning for them
• Talk about the things that are special and valued in a place of worship
• Begin to recognise that for Christians, Muslims or Jews, these special things link to beliefs about God
• Get to know and use appropriate words to talk about their thoughts and feelings when visiting a church
• Express a personal response to the natural world.

Which stories are special and why ?

• Talk about some religious stories
• Recognise some religious words, e.g. about God
• Identify some of their own feelings in the stories they hear
• Identify a sacred text e.g. Bible, Torah
• Talk about some of the things these stories teach believers (for example, what Jesus teaches about being friends with the friendless in the story of Zacchaeus; what Jesus’ story about the ten lepers teaches about saying ‘thank you’, and why it is good to thank and be thanked; what the Chanukah story teaches Jews about standing up for what is right), etc.

 Year 1

Who do Christians say made the world? Harvest

• Recognise creation is the beginning of the Bible.
• Give a reason for the ideas they have and the connections they make between Jewish/Christian creation story and the world they live in.

Who is Jewish and how do they live ?

• Recognise the words of the Shema as a Jewish prayer
• Re-tell simply some stories used in Jewish celebrations (e.g. Chanukah)
• Give examples of how the stories used in celebrations (e.g. Shabbat, Chanukah) remind Jews about what God is like.
• Give examples of how Jewish people celebrate special times (e.g. Shabbat, Sukkot, Chanukah)
• Make links between Jewish ideas of God found in the stories and how people live
• Give an example of how some Jewish people might remember God in different ways (e.g. mezuzah, on Shabbat)
• Talk about what they think is good about reflecting, thanking, praising and remembering for Jewish people, giving a good reason for their ideas
• Give a good reason for their ideas about whether reflecting, thanking, praising and remembering have something to say to them too.

What do Christians believe God is like ?

• Identify what a parable is.
• Tell the story of the Lost Son from the Bible simply and recognise a link with the Christian idea of God as a forgiving Father.
• Give clear, simple accounts of what the story means to Christians
• Give at least 2 examples of a way in which Christians show their belief in God as loving and forgiving.
• Give an example of how Christians put their beliefs into practice in worship.
• Think, talk and ask questions about whether they can learn anything from the story for themselves, exploring different ideas.
• Give a reason for the ideas they have and the connections they make.

What does it mean to belong to a faith community?

• Say simply what Jesus and one other religious leader taught about loving other people
• Give an account of what happens at a traditional Jewish or Muslim welcome ceremony, and suggest what the actions and symbols mean
• Identify at least two ways people show they love each other and belong to each other when they get married (Christian and/or Jewish and non-religious)
• Give examples of ways in which people express their identity and belonging within faith communities and other communities, responding sensitively to differences
• Talk about what they think is good about being in a community, for people in faith communities and for themselves, giving a good reason for their ideas.

How should we care for the world and for others ?

• Give a clear, simple account of what Genesis 1 tells Christians and Jews about the natural world
• Give examples of how Christians and Jews can show care for the natural earth
• Say why Christians and Jews might look after the natural world
• Give good reasons why everyone (religious and non-religious) should care for others and look after the natural world.

 Year 2

Who is Muslim and how do they live? (Part 1)

• Recognise the words of the Shahadah and that it is very important for Muslims
  Identify some of the key Muslim beliefs about God found in the Shahadah and the 99 names of Allah, and give a simple description of what some of them mean
• Give examples of how Muslims use the Shahadah to show what matters to them
• Think, talk about and ask questions about Muslim beliefs and ways of living

Why does Christmas matter to Christians ?

• Recognise that stories of Jesus’ life come from the Gospels
• Give a clear, simple account of the story of Jesus’ birth and why Jesus is important to Christians.
• Give examples of ways in which Christians use the story of the Nativity to guide their beliefs and actions at Christmas
• Think, talk and ask questions about Christmas for people who are Christians and for people who are not.

What is the "Good News" that Christians believe Jesus brings ?

• Tell stories from the Bible and recognise a link with the concept of Gospel or good news.
• Give clear, simple accounts of what Bible texts mean to Christians.
• Recognise that Jesus gives instructions to people about how to behave.
• Give at least 2 examples of ways in which Christians follow the teachings studied about forgiveness and peace, and bringing good news to the friendless
• Give at least 2 examples of how Christians put these beliefs into practice in the church community and their own lives.
• Think, talk and ask questions about whether Jesus’ good news is only good news for Christians, or if there are things for anyone to learn about how to live, giving a reason for their answers.

Why does Easter matter to Christians?

• Recognise that incarnation and salvation are part of a big story of the Bible.
• Tell stories of Holy Week and Easter from the Bible and recognise a link with the idea of Salvation.
• Give at least 3 examples of how Christians show their beliefs about Jesus’ death and resurrection in church worship at Easter.
• Think, talk and ask questions about whether the story of Easter only has something to say to Christians, or if it has anything to say to pupils about sadness, hope or heaven, exploring different ideas. 

Who is Muslim and how do they live? (Part 2)

• Give examples of how stories about the Prophet show what Muslims believe about Muhammad.
• Give examples of how Muslims use stories about the Prophet to guide their beliefs and actions (e.g. care for creation, fast in Ramadan) Give examples of how Muslims put their beliefs about prayer into action.

What makes some places sacred to believers?

• Recognise that there are special places where people go to worship, and talk about what people do there Identify at least three objects used in worship in two religions and give a simple account of how they are used and something about what they mean
• Identify a belief about worship and a belief about God, connecting these beliefs simply to a place of worship
• Give examples of stories, objects, symbols and actions used in churches and mosques that show what people believe
• Give simple examples of how people worship at a church and mosque
• Talk about why some people like to belong to a sacred building or a community.
• Give examples of stories, objects, symbols and actions used in synagogues that show what people believe
• Give simple examples of how people worship at a synagogue
• Talk about why some people like to belong to a sacred building or a community.
• Give an account of what happens at a traditional Jewish or Muslim welcome ceremony, and suggest what the actions and symbols mean
• Think, talk and ask good questions about what happens in a synagogue or mosque saying what they think about these questions, giving good reasons for their ideas
• Talk about what makes some places special to people, and what the difference is between religious and non-religious special places.

Year 3

What do Christians learn from the creation story?

• Place the concepts of God and Creation on a timeline of the Bible’s ‘big story’
• Make clear links between Genesis 1 and what Christians believe about God and Creation
• Recognise that the story of ‘the Fall’ in Genesis 3 gives an explanation of why things go wrong in the world
• Describe what Christians do because they believe God is Creator (e.g. follow God, wonder at how amazing God’s creation is; care for the Earth – some specific ways)
• Describe how and why Christians might pray to God, say sorry and ask for forgiveness
• Ask questions and suggest answers about what might be important in the Creation story for Christians and for non Christians living today

How do festivals and family life show what matters to Jewish people ?

• Identify some Jewish beliefs about God, sin and forgiveness and describe what they mean
• Make clear links between the story of the Exodus and Jewish beliefs about God and his relationship with the Jewish people
• Offer informed suggestions about the meaning of the Exodus story for Jews today
• Make simple links between Jewish beliefs about God and his people and how Jews live (e.g. through celebrating forgiveness, salvation and freedom at festivals)
• Describe how Jews show their beliefs through worship in festivals, both at home and in wider communities
• Raise questions and suggest answers about whether it is good for Jews and everyone else to remember the past and look forward to the future
• Make links with the value of personal reflection, saying sorry, being forgiven, being grateful, seeking freedom and justice in the world today, including pupils’ own lives, and giving good reasons for their ideas.

What is it like for someone to follow God ?

• Make clear links between the story of Noah and the idea of covenant
• Make simple links between promises in the story of Noah and promises that Christians make at a wedding ceremony

• Make links between the story of Noah and how we live in school and the wider world.

How do festivals and worship show what matters to a Muslim ?

• Identify some beliefs about God in Islam, expressed in Surah 1
• Make clear links between beliefs about God and ibadah (e.g. how God is worth worshiping; how Muslims submit to God)
• Give examples of ibadah (worship) in Islam (e.g. prayer, fasting, celebrating) and describe what they involve.
• Make links between Muslim beliefs about God and a range of ways in which Muslims worship (e.g. in prayer and fasting, as a family and as a community, at home and in the mosque

• Raise questions and suggest answers about the value of submission and self-control to Muslims, and whether there are benefits for people who are not Muslims
• Make links between the Muslim idea of living in harmony with the Creator and the need for all people to live in harmony with each other in the world today, giving good reasons for their ideas.

What kind of world did Jesus want ?

• Identify texts that come from a Gospel, which tells the story of the life and teaching of Jesus
• Make clear links between the calling of the first disciples and how Christians today try to follow Jesus and be ‘fishers of people’
• Suggest ideas and then find out about what Jesus’ actions towards outcasts mean for a Christian
• Give examples of how Christians try to show love for all, including how Christian leaders try to follow Jesus’ teaching in different ways
• Make links between the importance of love in the Bible stories studied and life in the world today, giving a good reason for their ideas.

How and why do people try and make the world a better place ?

• Identify some beliefs about why the world is not always a good place (e.g. Christian ideas of sin)
• Make links between religious beliefs and teachings and why people try to live and make the world a better place
• Make simple links between teachings about how to live and ways in which people try to make the world a better place (e.g. tikkun olam and the charity Tzedek)
• Describe some examples of how people try to live (e.g. individuals and organisations)
  Identify some differences in how people put their beliefs into action
• Raise questions and suggest answers about why the world is not always a good place, and what are the best ways of making it better
• Make links between some commands for living from religious traditions, non-religious worldviews and pupils’ own ideas
• Express their own ideas about the best ways to make the world a better place, making links with religious ideas studied, giving good reasons for their views.

Year 4

What do Hindus believe God is like ?

• Identify some Hindu deities and say how they help Hindus describe God
• Make clear links between some stories (e.g. Svetaketu, Ganesh, Diwali) and what Hindus believe about God
• Offer informed suggestions about what Hindu murtis express about God
• Make simple links between beliefs about God and how Hindus live (e.g. choosing a deity and worshiping at a home shrine; celebrating Diwali)
• Identify some different ways in which Hindus worship
• Raise questions and suggest answers about whether it is good to think about the cycle of create/preserve/destroy in the world today
• Make links between the Hindu idea of everyone having a ‘spark’ of God in them and ideas about the value of people in the world today, giving good reasons for their ideas.

What is the trinity and why is it important for Christians ?

• Recognise what a ‘Gospel’ is and give an example of the kinds of stories it contains
• Offer suggestions about what texts about baptism and Trinity mean
• Give examples of what these texts mean to some Christians today
• Describe how Christians show their beliefs about God the Trinity in worship in different ways (in baptism and prayer, for example) and in the way they live
• Make links between some Bible texts studied and the idea of God in Christianity, expressing clearly some ideas of their own about what Christians believe God is like.

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

• Describe how Hindus show their faith within their families in Britain today (e.g. home puja)
• Describe how Hindus show their faith within their faith communities in Britain today (e.g. arti and bhajans at the mandir; in festivals such as Diwali)
• Identify some different ways in which Hindus show their faith (e.g. between different communities in Britain, or between Britain and parts of India)
• Identify the terms dharma, Sanatan Dharma and Hinduism and say what they mean
• Make links between Hindu practices and the idea that Hinduism is a whole ‘way of life’ (dharma)
• Raise questions and suggest answers about what is good about being a Hindu in Britain today, and whether taking part in family and community rituals is a good thing for individuals and society, giving good reasons for their ideas.

Why do Christians call the day Jesus died Good Friday ?

• Recognise the word ‘Salvation’, and that Christians believe Jesus came to ‘save’ or ‘rescue’ people, e.g. by showing them how to live
• Offer informed suggestions about what the events of Holy Week mean to Christians
• Give examples of what Christians say about the importance of the events of Holy Week
• Make simple links between the Gospel accounts and how Christians mark the Easter events in their communities
• Describe how Christians show their beliefs about Jesus in worship in different ways
• Raise thoughtful questions and suggest some answers about why Christians call the day Jesus died ‘Good Friday’, giving good reasons for their suggestions.

For Christians, when Jesus left, what was the impact of Pentecost ?

• Make clear links between the story of Pentecost and Christian beliefs about the ‘kingdom of God’ on Earth
• Offer informed suggestions about what the events of Pentecost in Acts 2 might mean
• Give examples of what Pentecost means to some Christians now
• Make simple links between the description of Pentecost in Acts 2, the Holy Spirit, the kingdom of God, and how Christians live now
• Describe how Christians show their beliefs about the Holy Spirit in worship
• Make links between ideas about the kingdom of God in the Bible and what people believe about following God today, giving good reasons for their ideas.

How and why do people mark the significant events of life ?

• Identify some beliefs about love, commitment and promises in two religious traditions and describe what they mean
• Offer informed suggestions about the meaning and importance of ceremonies of commitment for religious and non-religious people today
• Describe what happens in ceremonies of commitment (e.g. baptism, sacred thread, marriage) and say what these rituals mean
• Make simple links between beliefs about love and commitment and how people in at least two religious traditions live (e.g. through celebrating forgiveness, salvation and freedom at festivals)
• Identify some differences in how people celebrate commitment (e.g. different practices of marriage, or Christian baptism)
• Raise questions and suggest answers about whether it is good for everyone to see life as a journey, and to mark the milestones
• Make links between ideas of love, commitment and promises in religious and non-religious ceremonies
• Give good reasons why they think ceremonies of commitment are or are not valuable today.

Year 5

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

• Identify and explain Muslim beliefs about God, the Prophet* and the Holy Qur’an (e.g. Tawhid; Muhammad as the Messenger, Qur’an as the message)
• Describe ways in which Muslim sources of authority guide Muslim living (e.g. Qur’an guidance on Five Pillars; Hajj practices follow example of the Prophet)
• Make clear connections between Muslim beliefs and ibadah (e.g. Five Pillars, festivals, mosques, art)
• Give evidence and examples to show how Muslims put their beliefs into practice in different ways
• Make connections between Muslim beliefs studied and Muslim ways of living in Britain/ Bury today
• Consider and weigh up the value of e.g. submission, obedience, generosity, self-control and worship in the lives of Muslims today and articulate responses on how far they are valuable to people who are not Muslims
• Reflect on and articulate what it is like to be a Muslim in Britain today, giving good reasons for their views.

Why do Christians believe Jesus was Messiah ?

• Explain the place of Incarnation and Messiah within the ‘big story’ of the Bible
• Identify Gospel and prophecy texts, using technical terms
• Explain connections between biblical texts, Incarnation and Messiah, using theological terms
• Show how Christians put their beliefs about Jesus’ Incarnation into practice in different ways in celebrating Christmas
• Comment on how the idea that Jesus is the Messiah makes sense in the wider story of the Bible
• Weigh up how far the idea of Jesus as the ‘Messiah’ – a Saviour from God – is important in the world today and, if it is true, what difference that might make in people’s lives, giving good reasons for their answers.

What does it mean if Christians believe God is Holy and loving?

• Identify some different types of biblical texts, using technical terms accurately
• Explain connections between biblical texts and Christian ideas of God, using theological terms
• Make clear connections between Bible texts studied and what Christians believe about God; for example, through how cathedrals are designed
  Show how Christians put their beliefs into practice in worship
• ​Weigh up how biblical ideas and teachings about God as holy and loving might make a difference in the world today, developing insights of their own.

Why is the Torah so important to Jewish people?

• Identify and explain Jewish beliefs about God
• Give examples of some texts that say what God is like and explain how Jewish people interpret them
• Make clear connections between Jewish beliefs about the Torah and how they use and treat it
• Make clear connections between Jewish commandments and how Jews live (e.g. in relation to kosher laws)
• Give evidence and examples to show how Jewish people put their beliefs into practice in different ways (e.g. some differences between Orthodox and Progressive Jewish practice)
• Make connections between Jewish beliefs studied and explain how and why they are important to Jewish people today

• Consider and weigh up the value of e.g. tradition, ritual, community, study and worship in the lives of Jews today, and articulate responses on how far they are valuable to people who are not Jewish.

How do Christians decide how to live ? What would Jesus do?

• Identify features of Gospel texts (for example, teachings, parable, narrative)
• Taking account of the context, suggest meanings of Gospel texts studied, and compare their own ideas with ways in which Christians interpret biblical texts
• Make clear connections between Gospel texts, Jesus’ ‘good news’, and how Christians live in the Christian community and in their individual lives
• Make connections between Christian teachings (e.g. about peace, forgiveness, healing) and the issues, problems and opportunities in the world today, including their own lives
• Articulate their own responses to the issues studied, recognising different points of view.

Why do some people believe in God and some people not?

• Define the terms ‘theist’, ‘atheist’ and ‘agnostic’ and give examples of statements that reflect these beliefs
• Identify and explain what religious and non-religious people believe about God, saying where they get their ideas from
• Give examples of reasons why people do or do not believe in God
• Make clear connections between what people believe about God and the impact of this belief on how they live
• Give evidence and examples to show how Christians sometimes disagree about what God is like (e.g. some differences in interpreting Genesis)
• ​​Reflect on and articulate some ways in which believing in God is valuable in the lives of believers, and ways it can be challenging
• Consider and weigh up different views on theism, agnosticism and atheism, expressing insights of their own about why people believe in God or not
• Make connections between belief and behaviour in their own lives, in the light of their learning.

Year 6

Creation and Science : conflicting or complementary ?

• Identify what type of text some Christians say Genesis 1 is, and its purpose
• Taking account of the context, suggest what Genesis 1 might mean, and compare their ideas with ways in which Christians interpret it, showing awareness of different interpretations
• Make clear connections between Genesis 1 and Christian belief about God as Creator
• Show understanding of why many Christians find science and faith go together
• Identify key ideas arising from their study of Genesis 1 and comment on how far these are helpful or inspiring, justifying their responses
• Weigh up how far the Genesis 1 creation narrative is in conflict, or is complementary, with a scientific account, giving good reasons for their views.

What do Christians believe Jesus did to "save" people?

• Outline the ‘big story’ of the Bible, explaining how Incarnation and Salvation fit within it
• Explain what Christians mean when they say that Jesus’ death was a sacrifice
• Make clear connections between the Christian belief in Jesus’ death as a sacrifice and how Christians celebrate Holy Communion/Lord’s Supper
• Show how Christians put their beliefs into practice in different ways
• Weigh up the value and impact of ideas of sacrifice in their own lives and the world today
• Articulate their own responses to the idea of sacrifice, recognising different points of view.

For Christians, what kind of King was Jesus?

• Explain connections between biblical texts and the concept of the kingdom of God
• Consider different possible meanings for the biblical texts studied, showing awareness of different interpretations
• Make clear connections between belief in the kingdom of God and how Christians put their beliefs into practice
• Show how Christians put their beliefs into practice in different ways
• Relate the Christian ‘kingdom of God’ model (i.e. loving others, serving the needy) to issues, problems and opportunities in the world today
• Articulate their own responses to the idea of the importance of love and service in the world today.

Why do Hindus try to be good ?

• Identify and explain Hindu beliefs, e.g. dharma, karma, samsara, moksha, using technical terms accurately
• Give meanings for the story of the man in the well and explain how it relates to Hindu beliefs about samsara, moksha, etc.
• Make clear connections between Hindu beliefs about dharma, karma, samsara and moksha and ways in which Hindus live
• Connect the four Hindu aims of life and the four stages of life with beliefs about dharma, karma, moksha, etc.
• Give evidence and examples to show how Hindus put their beliefs into practice in different ways
• Make connections between Hindu beliefs studied (e.g. karma and dharma), and explain how and why they are important to Hindus
• Reflect on and articulate what impact belief in karma and dharma might have on individuals and the world, recognising different points of view.

What matters to Humanists and Christians ?

• Identify and explain beliefs about why people are good and bad (e.g. Christian and Humanist)
• Make links with sources of authority that tell people how to be good (e.g. Christian ideas of ‘being made in the image of God’ but ‘fallen’, and Humanists saying people can be ‘good without God’)
• Make clear connections between Christian and Humanist ideas about being good and how people live
• Suggest reasons why it might be helpful to follow a moral code and why it might be difficult, offering different points of view
• Raise important questions and suggest answers about how and why people should be good
• Make connections between the values studied and their own lives, and their importance in the world today, giving good reasons for their views.

How does faith help people when life gets hard?

• Describe at least three examples of ways in which religions guide people in how to respond to good and hard times in life
• Identify beliefs about life after death in at least two religious traditions, comparing and explaining similarities and differences
• Make clear connections between what people believe about God and how they respond to challenges in life (e.g. suffering, bereavement)
• Give examples of ways in which beliefs about resurrection/ judgement/heaven/karma/reincarnation make a difference to how someone lives
• ​​​​​Interpret a range of artistic expressions of afterlife, offering and explaining different ways of understanding these
• Offer a reasoned response to the unit question, with evidence and example, expressing insights of their own.