Religious Education

Intent: In Religious Education, we intend to provide children with a well-rounded view of the  different world religions by the time they leave primary school. We aim to guide them in their understanding of the key elements within each religion, how these are celebrated and to promote tolerance and understanding towards all religious beliefs. In doing so, we promote self-reflection and aim for all children to understand how their own beliefs and ideas are both similar and different to others around them.


We aim to enable pupils to:

  • Develop a knowledge and understanding of Christianity, Judaism, Islam, Buddhism and Humanism (reflecting the religious context of Norfolk within the UK).
  • Recognise the influence of beliefs, values and traditions on cultural and community life.
  • Gradually encourage children to think as theologists, socal scientists and philosophers, wondering about deities and beliefs, people and communities and how people think about and understand the world.
  • Ask challenging questions about the ultimate meaning and purpose of life; beliefs about God; the self and the nature of reality; issues of right and wrong and what it means to be human.
  • Compare religious practices and perspectives within units of learning.
  • Have opportunities for personal reflection and children’ Spiritual, Moral, Social and Cultural (SMSC) development.
  • Learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning.
  • Develop children's sense of identity and belonging and enable them to flourish individually within their communities and as citizens in a multi-faith and multi-cultural society and global community.
  • Develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own.
  • Support children to be open minded and tolerant, thoughtful and discerning, and to feel empowered and equipped to recognise and challenge prejudice.

Foundation: Thematic – topics based upon children’s own lives and experiences, drawing on Christianity and other religions, including Hinduism and Judaism.

Key Stage One: Introducing the study of Christianity and aspects of Buddhism and Islam, and consideration of non-religious beliefs. Developing an understanding of what theologigists, philosophers and social scientists are and the different ways they might investigate and approach things. 

Key Stage Two: Developing the study of Christianity and aspects of Judaism and Islam, and introducing aspects of Humanism, a non-religious belief. Further developing children's understanding of what theologigists, philosophers and social scientists are and the different ways they investigate and approach things. 

NB At each Key Stage, teachers may also draw from other religions and viewpoints (including Judaism, Humanism, Sikhism and Hinduism), as appropriate, to acknowledge the beliefs of the children within the class. Teachers encourage children to compare religions and beliefs within enquiries.



Assessment: Children will be assessed throughout the year on their understanding of different religious beliefs and drawing comparisons to other religions. We will also assess their ability to compare different ideas to their own beliefs and how these beliefs impact the wider world.



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