Religious Education

The  Religious Education Curriculum at Northleigh C.E. Primary School uses a  combination of  two schemes of work from the Worcester Diocese.

Understanding Christianity and  The Agreed Syllabus for Religious Education in Worcestershire


Understanding Christianity

The key purpose of these materials is to support pupils in developing their understanding of Christianity, as a contribution to their understanding of the world and their own experience within it. It does this by integrating pupils’ developing understanding of significant theological concepts within Christianity with their own self-understanding and understanding of the world, as part of their wider religious literacy.




• To enable pupils to know about and understand Christianity as a living world faith, by exploring core theological concepts.

• To enable pupils to develop knowledge and skills in making sense of biblical texts and understanding their impact in the lives of Christians.

• To develop pupils’ abilities to connect, critically reflect upon, evaluate and apply their learning to their own growing understanding of religion and belief (particularly Christianity), of themselves, the world and human experience.


Understanding Christianity’s approach to teaching about Christianity builds up pupils’ encounters with biblical concepts through texts, placing the texts and concepts within the wider Bible story. Each unit addresses a concept, through some key questions, exploring core Bible texts, their impact for Christians, and possible implications for pupils.


Making sense of the text

Exploring the context:

Where does this fit in the ‘big story’?

Exploring interpretations:

Pupils’ views and a variety of Christian readings

Exploring purposes:

How do Christians use this text?

Exploring significance:

Why does this matter?

Unveiling the concepts:

How does this contribute to understanding key Christian ideas?

Considering issues 

behind, within and in front of the texts


Understanding the impact

How, then, do Christians live...? … in the Christian community?

Examining ways in which Church living grows out of biblical teaching

… in their everyday living?

Examining ways in which Christians apply the Bible day-to-day

What impact do Christianity and Christians have in the world?

Examining ways in which Christian belief and practice make a difference in the world

How has this had an impact on how people see the world?

Examining the influence of Christian thought on 21st-century thinking and living


Making connections

Connecting texts, concepts and Christian living:

Developing understanding of the bigger picture

Connecting ideas studied and pupils’ own ideas:

Using ideas studied to reflect on matters of personal concern

Personal and impersonal evaluation:

Allowing pupils to challenge ideas studied, and the ideas studied to challenge pupils’ thinking

Examining implications for pupils’ understanding of self, world and others:

Discerning where there might or might not be value to be gained from ideas studied



Agreed Syllabus for Religious Education in Worcestershire


The Principle Aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

(2015 Chapter A1 Agreed Syllabus for Religious Education in Worcestershire)


Foundation Stage

Children in EYFS encounter religions and worldviews through special people, books, times, places and objects and by visiting places of worship. They listen to and talk about stories. Children are introduced to subject specific words and use all their senses to explore beliefs, practices and forms of expression. They ask questions and reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation of and wonder at the world in which they live.


Foundation Stage: Discovering the world

Which stories are special and why?

Which people are special and why?

Which places are special and why?

Which times are special and why?

Where do we belong?

What is special about our world and why?


Key Stage 1

During the key stage, children are taught knowledge, skills and understanding through learning about Christians and Muslim people. The children will also encounter other religions and worldviews in thematic units.


Key questions

1.1 Who is a Christian and what do they believe?

1.3 Who is Muslim and what do they believe?

1.4 What can we learn from sacred books? Christians, and Muslim people

1.5 What makes some places sacred? Christians, and Muslim people

1.6 How and why do we celebrate special and sacred times?

1.7 What does it mean to belong to a faith community? Christians and Muslim people

1.8 How should we care for others and the world, and why does it matter? Christians and Muslim people


Key Stage 2

Pupils will extend their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They will be introduced to an extended range of sources and subject specific vocabulary. They will be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. The children will learn to express their own ideas in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views.


Key questions

L2.1 What do different people believe about God? Christians, Hindus and/or Muslims

U2.1 Why do some people think God exists? Christians and non-religious (e.g. Humanists)

L2.2 Why is the Bible so important for Christians today?

L2.3 Why is Jesus inspiring to some people?

U2.2 What would Jesus do? (Can we live by the values of Jesus in the twenty-first century?)

U2.3 What do religions say to us when life gets hard? Christians, Hindus and non-religious (e.g. Humanists)

L2.4 Why do people pray? Christians, Hindus and/or Muslims

U2.4 If God is everywhere, why go to a place of worship? Christians, Hindus and/or Jewish people

L2.5 Why are festivals important to religious communities? Christians, Hindus and/or Muslims and/or Jewish people

U2.5 Is it better to express your beliefs in arts and architecture or in charity and generosity?

Christians, Muslims and non-religious (e.g. Humanists)

L2.6 Why do some people think that life is like a journey and what significant experiences mark this? Christians, Hindus and/or Jewish people and nonreligious responses (e.g. Humanist)

L2.7 What does it mean to be a Christian in Britain today?

U2.6 What does it mean to be a Muslim in Britain today?

L2.8 What does it mean to be a Hindu in Britain today?

L2.9 What can we learn from religions about deciding what is right and wrong? Christians, Jewish people and non-religious responses (e.g. Humanist)

U2.7 What matters most to Christians and Humanists?

U2.8 What difference does it make to believe in ahimsa (harmlessness), grace and/or Ummah (community)? Christians, Hindus and/or Muslims