Our Curriculum – Religious Education (R.E.)

This table details what will be taught and when, though since children develop at different speeds, some will be more proficient than others against these YEAR-END expectations for learning in R.E.                                                                  Back to our Curriculum Wheel –>

Teaching and learning approach
Element 1:
Making sense of beliefs
Element 2:
Understanding the impact
Element 3:
Making connections
Identifying and making sense of religious and non-religious beliefs and concepts; understanding what these beliefs mean within their traditions; recognising how and why sources of authority (such as texts) are used, expressed and interpreted in different ways, and developing skills of interpretation. Examining how and why people put their beliefs into practice in diverse ways, within their everyday lives, within their communities and in the wider world. Evaluating, reflecting on and connecting the beliefs and practices studied; allowing pupils to challenge ideas studied, and the ideas studied to challenge pupils’ thinking;
discerning possible connections between these and pupils’ own lives and ways of understanding the world.
By the END OF YEAR 2 By the END OF YEAR 2 By the END OF YEAR 2
identify core beliefs and concepts studied and give a simple description of what they mean give examples of how people use stories, texts and teachings to guide their beliefs and actions
think, talk and ask questions about whether the ideas they have been studying, have something to say to them
give examples of how stories show what people believe (e.g. the meaning behind a festival) give examples of ways in which
believers put their beliefs into practice
give a good reason for the views they have and the connections they make
give clear, simple accounts of what stories and other texts mean to believers    
Making sense of beliefs Understanding the impact Making connections
By the END OF YEAR 4 By the END OF YEAR 4 By the END OF YEAR 4
identify and describe the core beliefs and concepts studied make simple links between stories, teachings and concepts studied and how people live, individually and in communities
make links between some of the beliefs and practices studied and life in the world today, expressing some ideas of their own clearly
make clear links between texts/ sources of authority and the core concepts studied describe how people show their beliefs in how they worship and in the way they live raise important questions and suggest answers about how far the beliefs and practices studied might make a difference to how pupils think and live
offer informed suggestions about what texts/sources of authority can mean and give examples of what these sources mean to believers identify some differences in how people put their beliefs into practice give good reasons for the views they have and the connections they make
Making sense of beliefs Understanding the impact Making connections
By the END OF YEAR 6 By the END OF YEAR 6 By the END OF YEAR 6
identify and explain the core beliefs and concepts studied, using examples from texts/sources of authority in religions make clear connections between what people believe and how they live, individually and in communities make connections between the beliefs and practices studied, evaluating and explaining their importance to different people (e.g. believers and atheists)
describe examples of ways in which people use texts/sources of authority to make sense of core beliefs and concepts using evidence and examples, show how and why people put their beliefs into practice in different ways, e.g. in different communities, denominations
or cultures
reflect on and articulate lessons people might gain from the beliefs/ practices studied, including their own responses, recognising that others may think differently
give meanings for texts/sources of authority studied, comparing these ideas with some ways in which believers interpret texts/sources of authority   consider and weigh up how ideas studied in this unit relate to their own experiences and experiences of the world today, developing insights of their own and giving good reasons for the views they have and the connections they make
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