- Year 1 98.2%
- Year 2 95%
- Year 3 98.2%
- Year 4 97.3%
- Year 5 98.2%
- Year 6 96.5%
- Year 7 94.5%
Whole School
Att Value
This syllabus has units that fall into three strands. These strands are: Believing, Expressing and Living. The religions suggested for the units are noted under the units.
The units in each strand are:
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Believing |
Expressing |
Living |
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FS |
F1 Which stories are special and why? |
F1 Which stories are special and why? |
F1 Which stories are special and why? |
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KS1 |
1.1 Who is a Christian and what do they believe? (Christians) 1.2 Who is a Muslim and what do they believe? (Muslims) 1.3 Who is Jewish and what do they believe? (Jewish) 1.4 What can we learn from sacred books? (Christians, Muslims and/or Jewish people) |
1.5 What makes some places sacred? (Christians, Muslims and/or Jewish people) 1.6 How and why do we celebrate special and sacred times? (Christians, Muslims and/or Jewish people) |
1.7 How should we care for others and the world, and why does it matter? (Christians, Muslims and/or Jewish people) 1.8 What does it mean to belong to a faith community? (Christians, Muslims and/or Jewish people) |
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Lower KS2 |
L2.1 What do different people believe about God? (Christians, Hindus and/or Muslims) L2.2 Why is the Bible so important for Christians today? (Christians) L2.3 Why is Jesus inspiring to some people? (Christians) |
L2.4 Why do people pray? (Christians, Hindus and/or Muslims) L2.5 Why are festivals important to religious communities? (Christians, Hindus and/or Muslims and/or Jewish people) L2.6 Why do some people think that life is a journey and what significant experiences mark this? (Christians, Hindus and/or Jewish people and/or non-religious people) |
L2.7 What does it mean to be a Christian in Britain today? (Christian) L2.8 What does it mean to be a Hindu in Britain today? (Hindu) L2.9 What can we learn from religions about deciding what is right and wrong? (Christians, Hindus and/or Jewish people and/or non-religious people) |
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Upper KS2 |
U2.1 Why do some people believe God exists? (Christian and non-religious) U2.2 What would Jesus do? Can we live by the values of Jesus in the twenty-first century? (Christians) U2.3 What do religions say to us when life gets hard? (Christians, Hindus and non-religious) |
U2.4 If God is everywhere, why go to a place of worship? (Christians, Hindus 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) |
U2.6 What does it mean to be a Muslim in Britain today? (Muslim) U2.7 What matters most to Christians and Humanists? (Christian and non-religious) U2.8 What difference does it make to believe in ahimsa, grace, and/or Ummah? (Christians, Hindus and/or Muslims) |
Religious Education key questions: an overview
Note the progression of the units through the key stages as the questions get more demanding. The questions set up the choice of content required to address them.
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FS (Discovering) |
KS1 (Exploring) |
Lower KS2 (Connecting) |
Upper KS2 (Connecting) |
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Believing (Religious beliefs, teachings, sources; questions about meaning, purpose and truth) |
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1.1 Who is a Christian and what do they believe? (Christian) 1.2 Who is a Muslim and what do they believe? (Muslim) 1.3 Who is Jewish and what do they believe? (Jewish) |
L2.1 What do different people believe about God? (Christians, Hindus and/or Muslims) |
U2.1 Why do some people believe God exists? (Christians, Hindus and/or Muslims) |
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F1 Which stories are special and why? |
1.4 What can we learn from sacred books? (Christians, Muslims and/or Jewish) |
L2.2 Why is the Bible so important for Christians today? (Christian) |
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F2 Which people are special and why? |
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L2.3 Why is Jesus inspiring to some people? (Christian) |
U2.2 What would Jesus do? Can we live by the values of Jesus in the twenty-first century? (Christian) |
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FS (Discovering) |
KS1 (Exploring) |
Lower KS2 (Connecting) |
Upper KS2 (Connecting) |
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Expressing (Religious and spiritual forms of expression; questions about identity and diversity) |
F3. What places are special and why? |
1.5 What makes some places sacred? (Christians, Muslims and/or Jewish) |
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) |
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F4. What times are special and why? |
1.6 How and why do we celebrate special and sacred times? (Christians, Muslims and/or Jewish people) |
L2.5 Why are festivals important to religious communities? (Christians, Hindus and/or Muslims and/or Jewish people)
L2.6 Why do some people think that life is a journey and what significant experiences mark this? (Christians, Hindus and/or Jewish people and/or non-religious people) |
U2.5 Is it better to express your beliefs in arts and architecture or in charity and generosity? (Christians, Muslims and non- religious) |
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FS (Discovering) |
KS1 (Exploring) |
Lower KS2 (Connecting) |
Upper KS2 (Connecting) |
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Living (Religious practices and ways of living; questions about values and commitments) |
F5. Being special: where do we belong? |
1.7 What does it mean to belong to a faith community? (Christians, Muslims and/or Jewish people) |
L2.7 What does it mean to be a Christian in Britain today? (Christian) L2.8 What does it mean to be a Hindu in Britain today? (Hindu) |
U2.6 What does it mean to be a Muslim in Britain today? (Muslim) |
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1.8 How should we care for others and the world, and why does it matter? (Christians, Muslims and/or Jewish people) |
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F6. What is special about our world? |
L2.9 What can we learn from religions about deciding what is right and wrong? (Christians, Hindus and/or Jewish people and/or non-religious people) |
U2.7 What matters most to Christians and Humanists? (Christian and non-religious) |
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U2.8 What difference does it make to believe in ahimsa (harmlessness), grace, and/or Ummah (community)? (Christians, Hindus and/or Muslims) |