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Religious Education

Welcome to Sussex Road School Religious Education (RE)

Here, at Sussex Road, the big idea of Religious Education is to help children to acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain; to appreciate the way that religious beliefs shape life and our behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development.

We use an Enquiry based curriculum laid down by the Kent Sacre. The curriculum is organised into three strands and these strands will be taught throughout each Enquiry and throughout the year. The strands are:




We teach Christianity, Islam, Hinduism, Judaism and Humanism. The focus is strongly placed upon the people who practise that religion rather than the religion as an abstract concept.


Sussex Road School RE




Year 1

Year 2

Year 3


Behaving like a theologian…


Know about and understand

Talk about people who are special to them.


Recall a story about a special person in religion and talk about what can be learnt from it.


Listen attentively to stories.


Notice and communicate some of their own feelings linked to the stories they hear.


Communicate their ideas about which books and objects are special to them.


Recall simply what happens at a traditional ceremony.


Recall simply what happens when a baby is welcomed.

Discuss simple ideas about religious beliefs including worship and ways of life.


Make links between what religious stories teach and how that changes what people who follow a religion do.


Retell stories that show what different religions might think about God in words, drama and pictures, suggesting what it means.


Recognise that religious communities have a variety of traditions.

Recall and name different beliefs and practices including festivals, worship, rituals and ways of life in order to find out about the meanings behind them.


Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the communities from which they come.


Recognise different symbols and actions which express a community’s way of life, appreciating some similarities between communities.

Describe different beliefs and practices including some of the ways in which Christians, Hindus and/or Muslims describe God.


Explain how the religious texts and moral stories told use different kinds of stories to tell a big story.  Suggest meaning to these stories.


Make connections between what people believe about prayer and what they do when they pray.


Appreciate the significance of different ways of life.

Express and communicate

Give examples of special occasions and suggest features of a good celebration.


Recall simple stories connected with Christmas/Easter and a festival from another faith.


Say why Christmas/Easter and a festival from another faith are special times for believers.

Identify some ways religious communities mark festivals and how this might make them feel.


Talk about ways in which stories, objects, symbols and actions used in religious buildings show what people believe.


Show that they have begun to be aware that some people regularly worship God in different ways and in different places.

Ask and respond to questions about what communities do, and why, so that they can identify what difference belonging to a community might make.


Observe and recount different ways of expressing identity and belonging, responding sensitively for themselves.


Notice and respond sensitively to some similarities between different religions and world views.

Identify how and say why it makes a difference in people’s lives to believe in God.


Investigate and suggest why having a faith or belief in something can be hard.


Identify some similarities and differences between ideas about what God is like in different religions.

Gain and deploy skills

Share and record occasions when things have happened in their lives that made them feel special.


Talk about things they find interesting, puzzling or wonderful and also about the world.


Talk about what people do to mess up the world and what they do to look after it.

Ask some questions about believing in God and offer some ideas of their own.


Find out about, and respond with ideas to, examples of co-operation between people who are different.


Talk about issues of good and bad, right and wrong arising from the stories.

Explore questions about belonging, meaning and truth so that they can express their own ideas and opinions in response using words, music, art or poetry.


Find out about and respond with ideas to examples of co-operation between people who are different.


Find out about questions of right or wrong and begin to express their ideas and opinions in response.

Ask questions and suggest some of their own responses to ideas about God.


Discuss and present their own responses about the role of festivals in the life of Britain today, showing their understanding of the values and beliefs at the heart of each festival studied, using various media.


Discuss their own and others’ ideas about why humans do bad things and how people try to put things right.



Year 4

Year 5

Year 6

Know about and understand

Describe beliefs and practices including investigating what religious communities do to show their faith and make connections with some beliefs and teachings about aims and duties in life.


Suggest why some people see life as a journey and identify some of the key milestones on this journey.


Describe what happens in Christian, Jewish and/or Hindu ceremonies of commitment and what these rituals mean.  Link to ways of life and the impact they have on the lives of the followers.

Describe beliefs and practices and make connections between the key functions of the places of worship and the beliefs of different religious communities.


Outline clearly a religious understanding of what God is like, using examples and evidence.


Describe the forms of guidance a religious community uses and compare them to forms of guidance experienced by the pupils.


Make connections between how believers feel about places of worship in different traditions.

Describe and make connections between different features of the religions and world views they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life in order to reflect thoughtfully on their ideas.


Describe links between stories and other aspects of the communities they are investigating, responding to a range of sources of wisdom and to beliefs and teachings that arise from different communities.


Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning.

Express and communicate

Suggest reasons why marking the milestones of life are important to Christians, Hindus and/or Jewish people and why these rituals are important for religious communities.


Explain similarities and differences between ceremonies of commitment.

Express thoughtful ideas about the impact of believing or not believing in God on someone’s life.


Give examples of ways in which believing in God is valuable in the lives of Christians and ways in which it can be challenging.


Select and describe the most important functions of a place of worship for the community.

Observe and understand varied examples of religions and world views so that they can explain, with reasons, their meanings and significance to individuals and communities.


Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives.


Observe and consider different dimensions of religion so that they can explore and show understanding of similarities and differences between different religions and world views.

Gain and deploy skills

Link up some questions and answers about how believers show commitment with their own ideas about community, belonging and belief.


Discuss and present their own ideas about the value and challenge of religious commitment to Britain today.


Discuss their own and others’ ideas about how people decide right/wrong, good and bad for themselves, including ideas about love, forgiveness, honesty, kindness and generosity.

Present different views on why people believe in God or not, including their own ideas.


Apply ideas about values and from scriptures to the title question.


Investigate and explain the challenges of following Jesus’ teaching about love, forgiveness, justice and/or generosity, expressing their own ideas.

Discuss and present thoughtfully their own and others’ views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own thoughtfully in different forms including (e.g.) reasoning, music, art and poetry.


Consider and apply ideas about ways in which diverse communities can live together for the well-being of all, responding thoughtfully to ideas about community, values and respect.


Discuss and apply their own/others’ ideas about ethical questions, including what is right/wrong and what is just/fair and express their own ideas.