Religious education

Religious Education has a significant role for the development of pupils’ spiritual, moral, social and cultural development.

It promotes respect and open-mindedness towards others with different faiths and beliefs, and its study encourages pupils to develop their sense of identity and belonging through self-awareness and reflection.

The principle aim of RE is to engage pupils in an enquiry approach where they can develop an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and wider global community.

The key aims for religious education are reflected in the two attainment targets:

Attainment Target 1- Learning about religion and belief

Attainment target 2- Learning from religion and belief

The development of knowledge, skills and understanding focuses on these two key aspects of learning in Religious Education.

The RE curriculum

Religious Education is unique in the school curriculum in that it is neither a core nor a foundation subject, but it is a statutory requirement that RE is taught in all primary schools.

It is the intent of Hedon Primary that Religious Education promotes an enquiry-based approach through the implementation of the Hull SACRE Agreed Syllabus 2016, which covers Key Stage 1 and 2, and which can be used to contribute to the learning experiences of the early learning goals within the Foundation Stage.

How we do this

The learning objectives of the RE Agreed Syllabus are achieved through the following ways:

  • handling artefacts
  • exploring scared texts
  • using imaginative play or drama to express feelings and ideas
  • responding to images, games, stories, art, music and dance
  • meeting visitors from local religious communities
  • making visits to religious places of worship where possible, and where not, making use of videos and the internet
  • taking part in whole school events (Christmas carol service, Easter assemblies, multi-faith days, Harvest Festival, school performances)
  • participating in moments of quiet reflection
  • participating in assemblies
  • using ICT to further explore religion and belief globally
  • comparing religions and worldviews through discussion
  • debating and communicating religious belief, world views and philosophical ideas (using Philosophy for Children), and answering and asking ultimate questions posed by these

Early Years Foundation Stage

Pupils are introduced to Christianity as the ‘heritage religion’ and the one that most influences school and community life. They are taught about traditions, beliefs and world views outside of their own experiences through exploring other cultures and practices in the wider world. Where pertinent, the different religious faiths and experiences and celebrations of classmates are drawn upon.

Learning about religion and belief

Pupils should be taught to:

  • talk about religious stories, including Bible stories and the stories behind Christmas and Easter
  • recognise some religious beliefs or teachings
  • identify simple features of religious life and practice
  • recognise some religious words
  • name and recognise some religious symbols
  • recognise some Christian religious artefacts, including those in cultural and religious use (e.g. Christmas cards, Easter eggs and hot cross buns)
  • recognise some artefacts from other world faiths and their use and significance


Learning from religion and belief

Pupils should be taught to:

  • recognise their own experiences and feelings in religious stories and celebrations
  • recognise there are similarities and differences between theirs and others’ lives
  • identify what they find interesting about religious events
  • question what they find puzzling in religious stories
  • say what matters to them and to talk about how to care for others
  • have a greater understanding of what motivates faith believers
  • have an awareness of the religious elements in national and world events

Key Stage 1

During this key stage, pupils are taught the knowledge, skills and understanding through religion and belief, as well as wider learning themes. The focus is on Christianity, but they also focus on Judaism. They are introduced to other world religions and can reflect on prior learning as they progress through the units.


Learning about religion and belief

Pupils are taught to:

  • explore a range of religious stories and religious texts, and to talk about their meaning
  • explore a range of celebrations, teachings and traditions in religions, noting similarities and differences
  • recognise how belonging to a religion is important to people and the impact it has on their lives
  • explore how religious beliefs and ideas are expressed
  • begin to establish a religious vocabulary and suggest meanings for religious symbols


Learning from religion and belief

Pupils should be taught to:

  • reflect on what matters to them and others who hold religious views
  • reflect on moral values of right and wrong
  • recognise there are similarities and differences between their and others’ lives
  • communicate their ideas and ask and respond to questions
  • recognise how religious ideas and beliefs impact people’s lives personally and socially

Key Stage 2

During this key stage, pupils are taught the knowledge, skills and understanding through deeper enquiry into Christianity and Judaism, and with a focus on Islam and Hinduism. Other world religions are also considered, and in Year 6, pupils encounter secular world views. Pupils in Year 5 and Year 6 consider the impact of beliefs and practices in greater detail and respond to more philosophical questions.


Learning about religion and belief

Pupils are taught to:

  • explore and comment on the key aspects of the religions studied, believer’s lives, their stories and traditions and their influence
  • explore how practices are related to beliefs and teachings
  • interpret information about religion and religious beliefs through a range of sources
  • recognise similarities and differences within and between world religions
  • consider how religious and spiritual ideas are expressed by faith and non-believers
  • describe and begin to encounter religious and other responses to ultimate questions and ethical or moral issues
  • use a developed religious vocabulary when discussing and expressing their knowledge and understanding


Learning from religion and belief

Pupils should be taught to:

  • reflect on what it means to belong to a faith community and how this relates to them and others’ lives
  • recognise how religious practice is conducted in a variety of ways
  • discuss their own and other’s views of religious truth and belief
  • reflect on morality and how people respond to decisions they are faced with
  • reflect on sources of information and what they value in in their own and other’s lives

Curriculum impact

By the end of each key stage, pupils are expected to know, understand and apply skills related to the two attainment targets and learning themes embedded with the Hull SACRE Agreed Syllabus. Assessment criteria has been developed in line with the end of key stage learning outcomes, to enable teachers to assess the progress of the children as they move through the key stages. Termly summative assessments are used to determine the children’s understanding and to inform the HLTA’s/teacher’s planning and further differentiated support for pupils.

This data is reviewed on a termly basis by the subject leader, who also carries out learning walks, book scrutinies and lesson observations. The impact of our RE curriculum is also sought directly from the pupils: surveys and questionnaires are used to gather pupil voice on this subject. This information is used to further develop the RE curriculum.

Hedon Primary School is proud to have been awarded the RE Quality Mark bronze award, and the development of the RE curriculum continues to be focused on maintaining and expanding the RE learning experience for our pupils.


Children have weekly lessons in RE throughout their school journey, aiming for an hour of RE learning in KS2. Children in EYFS will experience religious events and learning as appropriate within their early learning goals. Lessons are timetabled in KS1, aiming for at least 40 minutes per week. This is supplemented throughout the week by other opportunities for using RE or for making links with the subject through Literacy and topic work.


How to help at home

Here are some suggestions for ways you can help your child.

  • Take your child to a place of worship

Take your child to a place of worship. Many places have open days, and your local church will be open for so many hours each week, in addition to the scheduled services.

  • Celebrate religious holidays

You may have no religious faith yourself, but national holidays such as Christmas and Easter, for example, are opportunities for your child to explore the religious significance of these events.

  • Cook!

Familiarise your child with the significance of certain foods by having him or her help you prepare some traditional food, such as pancakes or hard-boiled eggs.

  • Listen to Christmas carols

Do you have a Spotify account or Alexa? Download some carols to listen to while at home or in the car. Listen for the story each carol is telling.

  • Puzzles

You can download and print dozens of free RE crosswords and word searches for your child. He or she will have fun playing, while simultaneously learning key religious vocabulary. Keep some in the car for long journeys.

  • Memory games

Create some RE flashcards of faith believers and their places of worship (using Google images), and place them face down on a table. Your child will turn over two cards. If the believer and place of worship match, your child will turn over two more cards. The point of the game is to match all of the cards from memory.

NB This is key knowledge that all children need to acquire to meet the end of KS1 learning objectives.


  • Colouring books

Purchase an RE colouring book from Amazon. These colouring books will spark your child’s creativity, while helping him or her learn different words from various themes.

  • Read Bible stories/stories from other world religions

There are lots of Bible story books, or download faith stories from the internet. This can be a fun and easy way to explore the faith stories of other world religions. Get your child to read them to a younger sibling; this can then be recorded in their reading journal.

  • Hangman

Play using key religious vocabulary.

  • Make use of holidays!

As well as having fun in the sunshine, visit a local place of worship, especially if you are abroad. Compare the places of worship with our own CoE church, St Augustine’s. These places of worship are often lovely and cool inside!


Further information