At Thornham St James, we believe that it is vital for all our pupils to learn from and about religion so that they can understand the world around them. We believe that Religious Education has a significant role for the development of pupils’ spiritual, moral, social and cultural development.
Through Religious Education, pupils develop their knowledge of the world faiths, and their understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection.
We encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences. Our Religious Education curriculum is enhanced further with trips to places of worship in our local area and religious visitors.
Within our teaching of RE, there are three aims as set out below:
![]() |
In order to deliver the aims and expected standards of the Oldham Agreed Syllabus, it is expected that EYFS and Key Stage 1 will allocate, on average, 50 minutes a week to RE and Key Stage 2 will allocate, on average, 1 hour a week. RE must be delivered each week.
Over their time at school, we aim to give children a broad and balanced experience of the world’s main religions as
detailed below:
4-7 year olds Reception and Key Stage 1 |
7-11 year olds Key Stage 2 |
Christianity |
Christianity |
Islam |
Hinduism |
Judaism |
|
Islam |
|
And possibly additionally |
|
Hinduism |
Another religion or worldview represented in the school |
Another religion or worldview represented in the school |
|
Non-religious perspectives on belief and spirituality should be studied as appropriate in each key stage. Humanism is a visible example of a UK based non-religious worldview. |
|
The beliefs and religions of children represented in the class, school and local community, including non-religious worldviews, should form a part of individual classes learning. |
At Thornham St James, we aim to offer the following experiences and enrichment opportunities as a part of the Religious Education syllabus:
• Handling artefacts
• Exploring sacred 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- (multi-faith days, Harvest Festival, school performances)
• participating in moments of quiet reflection
• using ICT to further explore religion and belief globally
• comparing religions and worldviews through discussion
• debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these
The Early Years Foundation Stage (EYFS) describes the phase of a child’s education from birth to the end of the
reception year at the age of five.
RE is statutory for all pupils registered on the school roll.
Early Years Foundation Stage |
Reception |
RE is a compulsory part of the basic curriculum for all Reception age pupils, and should be taught according to the Agreed Syllabus for RE, in line with Early Learning Goals. |
Children in EYFS should encounter religions and worldviews through special people, books, times, places and objects and by visiting places of worship. They should listen to and talk about stories. Children can be 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.
Key Questions in Reception |
|
F1: Which stories are special and why? |
F2: Which people are special and why? |
F3: Which places are special and why? |
F4: Which times are special and why? |
F5: Where do we belong? |
F6: What is special about our world? |
What do pupils gain from RE at this key stage?
Pupils should develop their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should use basic subject specific vocabulary. They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas.
Children will learn about and from Islam and Christianity (as a minimum). Religions and worldviews
During the key stage, pupils should be taught knowledge, skills and understanding through learning about Christians and Muslims. Pupils may also encounter other religions and worldviews in thematic units, where appropriate.
Key questions: 12 question-based units of work for Key Stage 1
Year 1 |
Year 2 |
1.1 Who is a Christian? What do Christians believe God is like? |
1.7 What would Jesus do? What do stories of Jesus tell Christians about how to live? |
1.2 Why does Christmas matter to Christians? [Incarnation] |
1.8 What makes some places sacred? Mosques and Makkah in Islam |
1.3 Beginning to learn Islam: What do Muslims believe and how do they live? |
1.9 How should we care about others and the world? Islam |
1.4 Islamic festivals and family life: what can we learn from stories of the Prophet? |
1.10 Why does Easter matter to Christians? [Salvation] |
1.5 What does it mean to belong to a faith community? |
1.11 Who celebrates what? How and where? Celebrations that matter, Christian + Muslim |
1.6 What can we learn from sacred books and stories? |
1.12 Who is an inspiring person? What stories inspire Christians and Muslims? |
What do pupils get out of RE at this key stage?
Pupils should extend their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject specific
vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils should 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.
|
Children will learn about and from Christianity, Islam, Judaism and Hinduism (as a minimum) across the Key Stage. Key Stage 2: Overview of 24 planned investigations
Year 5 |
Year 6 |
U2.1 Values: What matters most to Humanists? |
U2.7 How does faith enable resilience? |
U2.2 How do Christians celebrate Christmas around the world? |
U2.8 Christmas in the Gospels: Why do Christians believe that Jesus is the Messiah? [Incarnation] |
U2.3 What are the different ways to worship? What are the differences and similarities between religions? |
U2.9 How and why do some people inspire others? |
U2.4: Keeping the 5 Pillars of Islam: How do Muslim beliefs make a difference to their way of living? |
U2.10 Is it better to express your religion in arts and architecture or in charity and generosity? |
U2.5 Christian Aid, Islamic relief and non-religious charities – can charity change the world? Why does faith make a difference? |
U2.11 What does religion look like in Oldham? What will make our community a more respective place? |
U2.6 What is a pilgrim? Does a pilgrimage have to be a place of worship? |
U2.12 If God is everywhere, why go to a place of worship? |
Thornham St James will implement an assessment structure in line with the recommendations of the Oldham Agreed Syllabus.
This assessment process will focus upon the end of stage outcomes as set out in the agreed syllabus. This assessment process will be ongoing throughout the year, without set assessment periods, to allow staff to assess gains in knowledge and skills to allow them to inform future learning.
It will be up to individual teacher’s to decide the assessment process that best fits their children, working alongside the RE lead to ensure that this assessment process is accurate, useful and not over-burdensome. The focus of this assessment is to ensure that children are making progress in RE skills and knowledge and to inform future learning. RE achievement will be assessed and tracked within the school but does not need to be shared with parents.
![]() |
Picturing progression in pupils’ skills: summary pyramids of steps in RE learning.
These pyramids picture eight steps in specific skills which this syllabus uses and develops. They correspond precisely to the outcomes identified in the aims and outcomes of the syllabus, but do not reflect content with regard to any particular religion.
Each of the three elements of the teaching and learning approach is important, and pupils should make progress in all of them. Below are the end-of-phase outcomes for each element. Each unit provides learning outcomes specific
to each question, leading to these end-of-phase outcomes. Teachers will recognise that this approach balances skills with core knowledge. The outcomes on this page are woven into every aspect of the planning, teaching, learning and assessment of this syllabus.
Teaching and learning approach |
End of KS1, aged 7 Pupils can … |
End of lower KS2, aged 9 Pupils can … |
End of KS2, aged 11 Pupils can … |
Element 1: Making sense of beliefs Identifying and making sense of core religious and non-religious beliefs and concepts; understanding what these beliefs mean within their traditions; recognising how and why sources of authority (such as texts) are used, expressed and interpreted in different ways; and developing skills of interpretation |
Identify some core beliefs and concepts studied and give a simple description of what they mean |
Identify and describe the core beliefs and concepts studied |
Identify and explain the core beliefs and concepts studied, using examples from texts/sources of authority in religions |
Give examples of how stories show what people believe (e.g. The meaning behind a festival) |
Make clear links between texts/sources of wisdom and authority and the core concepts studied |
Describe examples of ways in which people use texts/sources of wisdom and authority to make sense of core beliefs and concepts |
|
Give clear, simple accounts of what stories and other texts mean to believers |
Offer informed suggestions about what texts/sources of wisdom and authority can mean, and give examples of what these sources mean to believers |
Give meanings for texts/sources of wisdom and authority studied, comparing these ideas with some ways in which believers interpret texts/sources of authority |
Teaching and learning approach |
End of KS1, aged 7 Pupils can … |
End of lower KS2, aged 9 Pupils can … |
End of KS2, aged 11 Pupils can … |
Element 2: Understanding the impact. Examining how and why people put their beliefs into practice in diverse ways, within their everyday lives, within their communities and in the wider world, appreciating and appraising different ways of life and ways of expressing meaning. |
Give examples of how people use stories, texts and teachings to guide their beliefs and actions |
Make simple links between stories, teachings and concepts studied and how people live, individually and in communities Describe how people show their beliefs in how they worship and in the ways they live |
Make clear connections between what people believe and how they live, individually and in communities |
Give examples of ways in which believers put their beliefs into practice |
Identify some differences in how people put their beliefs into practice |
Using evidence and examples, show how and why people put their beliefs into practice in different ways, e.g. In different |
|
|
|
|
communities, denominations or |
|
|
|
cultures |
Teaching and learning approach |
End of KS1, aged 7 Pupils can … |
End of lower KS2, aged 9 Pupils can … |
End of KS2, aged 11 Pupils can … |
Element 3: Making connections Evaluating, reflecting on and connecting the key concepts and questions studied, so that pupils can challenge the ideas studied, and consider how these ideas might challenge their own thinking; and discerning possible connections between the ideas and pupils’ own lives and ways of understanding the world, expressing critical responses and personal reflections. |
Think, talk and ask questions about whether the ideas they have been studying have something to say to them |
Raise important questions and suggest answers about how far the beliefs and practices studied might make a difference to how pupils think and live Make links between some of the beliefs and practices studied and life in the world today, expressing some ideas of their own clearly |
Make connections between the beliefs and practices studied, evaluating and explaining their importance to different people (e.g. Believers and atheists) Reflect on and articulate lessons people might gain from the beliefs/ practices studied, including their own responses, recognising that others may think differently |
Give a good reason for the views they have and the connections they make |
Give good reasons for the views they have and the connections and comparisons they make |
Consider and weigh up how ideas studied in this unit relate to their own experiences and experiences of the world today, developing insights of their own and giving good reasons for the views they have and the connections they make |
At Thornham St James, we believe that it is vital for all our pupils to learn from and about religion so that they can understand the world around them. We believe that Religious Education has a significant role for the development of pupils’ spiritual, moral, social and cultural development.
Through Religious Education, pupils develop their knowledge of the world faiths, and their understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection.
We encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences. Our Religious Education curriculum is enhanced further with trips to places of worship in our local area and religious visitors.
Within our teaching of RE, there are three aims as set out below:
![]() |
In order to deliver the aims and expected standards of the Oldham Agreed Syllabus, it is expected that EYFS and Key Stage 1 will allocate, on average, 50 minutes a week to RE and Key Stage 2 will allocate, on average, 1 hour a week. RE must be delivered each week.
Over their time at school, we aim to give children a broad and balanced experience of the world’s main religions as
detailed below:
4-7 year olds Reception and Key Stage 1 |
7-11 year olds Key Stage 2 |
Christianity |
Christianity |
Islam |
Hinduism |
Judaism |
|
Islam |
|
And possibly additionally |
|
Hinduism |
Another religion or worldview represented in the school |
Another religion or worldview represented in the school |
|
Non-religious perspectives on belief and spirituality should be studied as appropriate in each key stage. Humanism is a visible example of a UK based non-religious worldview. |
|
The beliefs and religions of children represented in the class, school and local community, including non-religious worldviews, should form a part of individual classes learning. |
At Thornham St James, we aim to offer the following experiences and enrichment opportunities as a part of the Religious Education syllabus:
• Handling artefacts
• Exploring sacred 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- (multi-faith days, Harvest Festival, school performances)
• participating in moments of quiet reflection
• using ICT to further explore religion and belief globally
• comparing religions and worldviews through discussion
• debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these
The Early Years Foundation Stage (EYFS) describes the phase of a child’s education from birth to the end of the
reception year at the age of five.
RE is statutory for all pupils registered on the school roll.
Early Years Foundation Stage |
Reception |
RE is a compulsory part of the basic curriculum for all Reception age pupils, and should be taught according to the Agreed Syllabus for RE, in line with Early Learning Goals. |
Children in EYFS should encounter religions and worldviews through special people, books, times, places and objects and by visiting places of worship. They should listen to and talk about stories. Children can be 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.
Key Questions in Reception |
|
F1: Which stories are special and why? |
F2: Which people are special and why? |
F3: Which places are special and why? |
F4: Which times are special and why? |
F5: Where do we belong? |
F6: What is special about our world? |
What do pupils gain from RE at this key stage?
Pupils should develop their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should use basic subject specific vocabulary. They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas.
Children will learn about and from Islam and Christianity (as a minimum). Religions and worldviews
During the key stage, pupils should be taught knowledge, skills and understanding through learning about Christians and Muslims. Pupils may also encounter other religions and worldviews in thematic units, where appropriate.
Key questions: 12 question-based units of work for Key Stage 1
Year 1 |
Year 2 |
1.1 Who is a Christian? What do Christians believe God is like? |
1.7 What would Jesus do? What do stories of Jesus tell Christians about how to live? |
1.2 Why does Christmas matter to Christians? [Incarnation] |
1.8 What makes some places sacred? Mosques and Makkah in Islam |
1.3 Beginning to learn Islam: What do Muslims believe and how do they live? |
1.9 How should we care about others and the world? Islam |
1.4 Islamic festivals and family life: what can we learn from stories of the Prophet? |
1.10 Why does Easter matter to Christians? [Salvation] |
1.5 What does it mean to belong to a faith community? |
1.11 Who celebrates what? How and where? Celebrations that matter, Christian + Muslim |
1.6 What can we learn from sacred books and stories? |
1.12 Who is an inspiring person? What stories inspire Christians and Muslims? |
What do pupils get out of RE at this key stage?
Pupils should extend their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject specific
vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils should 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.
|
Children will learn about and from Christianity, Islam, Judaism and Hinduism (as a minimum) across the Key Stage. Key Stage 2: Overview of 24 planned investigations
Year 5 |
Year 6 |
U2.1 Values: What matters most to Humanists? |
U2.7 How does faith enable resilience? |
U2.2 How do Christians celebrate Christmas around the world? |
U2.8 Christmas in the Gospels: Why do Christians believe that Jesus is the Messiah? [Incarnation] |
U2.3 What are the different ways to worship? What are the differences and similarities between religions? |
U2.9 How and why do some people inspire others? |
U2.4: Keeping the 5 Pillars of Islam: How do Muslim beliefs make a difference to their way of living? |
U2.10 Is it better to express your religion in arts and architecture or in charity and generosity? |
U2.5 Christian Aid, Islamic relief and non-religious charities – can charity change the world? Why does faith make a difference? |
U2.11 What does religion look like in Oldham? What will make our community a more respective place? |
U2.6 What is a pilgrim? Does a pilgrimage have to be a place of worship? |
U2.12 If God is everywhere, why go to a place of worship? |
Thornham St James will implement an assessment structure in line with the recommendations of the Oldham Agreed Syllabus.
This assessment process will focus upon the end of stage outcomes as set out in the agreed syllabus. This assessment process will be ongoing throughout the year, without set assessment periods, to allow staff to assess gains in knowledge and skills to allow them to inform future learning.
It will be up to individual teacher’s to decide the assessment process that best fits their children, working alongside the RE lead to ensure that this assessment process is accurate, useful and not over-burdensome. The focus of this assessment is to ensure that children are making progress in RE skills and knowledge and to inform future learning. RE achievement will be assessed and tracked within the school but does not need to be shared with parents.
![]() |
Picturing progression in pupils’ skills: summary pyramids of steps in RE learning.
These pyramids picture eight steps in specific skills which this syllabus uses and develops. They correspond precisely to the outcomes identified in the aims and outcomes of the syllabus, but do not reflect content with regard to any particular religion.
Each of the three elements of the teaching and learning approach is important, and pupils should make progress in all of them. Below are the end-of-phase outcomes for each element. Each unit provides learning outcomes specific
to each question, leading to these end-of-phase outcomes. Teachers will recognise that this approach balances skills with core knowledge. The outcomes on this page are woven into every aspect of the planning, teaching, learning and assessment of this syllabus.
Teaching and learning approach |
End of KS1, aged 7 Pupils can … |
End of lower KS2, aged 9 Pupils can … |
End of KS2, aged 11 Pupils can … |
Element 1: Making sense of beliefs Identifying and making sense of core religious and non-religious beliefs and concepts; understanding what these beliefs mean within their traditions; recognising how and why sources of authority (such as texts) are used, expressed and interpreted in different ways; and developing skills of interpretation |
Identify some core beliefs and concepts studied and give a simple description of what they mean |
Identify and describe the core beliefs and concepts studied |
Identify and explain the core beliefs and concepts studied, using examples from texts/sources of authority in religions |
Give examples of how stories show what people believe (e.g. The meaning behind a festival) |
Make clear links between texts/sources of wisdom and authority and the core concepts studied |
Describe examples of ways in which people use texts/sources of wisdom and authority to make sense of core beliefs and concepts |
|
Give clear, simple accounts of what stories and other texts mean to believers |
Offer informed suggestions about what texts/sources of wisdom and authority can mean, and give examples of what these sources mean to believers |
Give meanings for texts/sources of wisdom and authority studied, comparing these ideas with some ways in which believers interpret texts/sources of authority |
Teaching and learning approach |
End of KS1, aged 7 Pupils can … |
End of lower KS2, aged 9 Pupils can … |
End of KS2, aged 11 Pupils can … |
Element 2: Understanding the impact. Examining how and why people put their beliefs into practice in diverse ways, within their everyday lives, within their communities and in the wider world, appreciating and appraising different ways of life and ways of expressing meaning. |
Give examples of how people use stories, texts and teachings to guide their beliefs and actions |
Make simple links between stories, teachings and concepts studied and how people live, individually and in communities Describe how people show their beliefs in how they worship and in the ways they live |
Make clear connections between what people believe and how they live, individually and in communities |
Give examples of ways in which believers put their beliefs into practice |
Identify some differences in how people put their beliefs into practice |
Using evidence and examples, show how and why people put their beliefs into practice in different ways, e.g. In different |
|
|
|
|
communities, denominations or |
|
|
|
cultures |
Teaching and learning approach |
End of KS1, aged 7 Pupils can … |
End of lower KS2, aged 9 Pupils can … |
End of KS2, aged 11 Pupils can … |
Element 3: Making connections Evaluating, reflecting on and connecting the key concepts and questions studied, so that pupils can challenge the ideas studied, and consider how these ideas might challenge their own thinking; and discerning possible connections between the ideas and pupils’ own lives and ways of understanding the world, expressing critical responses and personal reflections. |
Think, talk and ask questions about whether the ideas they have been studying have something to say to them |
Raise important questions and suggest answers about how far the beliefs and practices studied might make a difference to how pupils think and live Make links between some of the beliefs and practices studied and life in the world today, expressing some ideas of their own clearly |
Make connections between the beliefs and practices studied, evaluating and explaining their importance to different people (e.g. Believers and atheists) Reflect on and articulate lessons people might gain from the beliefs/ practices studied, including their own responses, recognising that others may think differently |
Give a good reason for the views they have and the connections they make |
Give good reasons for the views they have and the connections and comparisons they make |
Consider and weigh up how ideas studied in this unit relate to their own experiences and experiences of the world today, developing insights of their own and giving good reasons for the views they have and the connections they make |
At Thornham St James, we believe that it is vital for all our pupils to learn from and about religion so that they can understand the world around them. We believe that Religious Education has a significant role for the development of pupils’ spiritual, moral, social and cultural development.
Through Religious Education, pupils develop their knowledge of the world faiths, and their understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection.
We encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences. Our Religious Education curriculum is enhanced further with trips to places of worship in our local area and religious visitors.
Within our teaching of RE, there are three aims as set out below:
![]() |
In order to deliver the aims and expected standards of the Oldham Agreed Syllabus, it is expected that EYFS and Key Stage 1 will allocate, on average, 50 minutes a week to RE and Key Stage 2 will allocate, on average, 1 hour a week. RE must be delivered each week.
Over their time at school, we aim to give children a broad and balanced experience of the world’s main religions as
detailed below:
4-7 year olds Reception and Key Stage 1 |
7-11 year olds Key Stage 2 |
Christianity |
Christianity |
Islam |
Hinduism |
Judaism |
|
Islam |
|
And possibly additionally |
|
Hinduism |
Another religion or worldview represented in the school |
Another religion or worldview represented in the school |
|
Non-religious perspectives on belief and spirituality should be studied as appropriate in each key stage. Humanism is a visible example of a UK based non-religious worldview. |
|
The beliefs and religions of children represented in the class, school and local community, including non-religious worldviews, should form a part of individual classes learning. |
At Thornham St James, we aim to offer the following experiences and enrichment opportunities as a part of the Religious Education syllabus:
• Handling artefacts
• Exploring sacred 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- (multi-faith days, Harvest Festival, school performances)
• participating in moments of quiet reflection
• using ICT to further explore religion and belief globally
• comparing religions and worldviews through discussion
• debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these
The Early Years Foundation Stage (EYFS) describes the phase of a child’s education from birth to the end of the
reception year at the age of five.
RE is statutory for all pupils registered on the school roll.
Early Years Foundation Stage |
Reception |
RE is a compulsory part of the basic curriculum for all Reception age pupils, and should be taught according to the Agreed Syllabus for RE, in line with Early Learning Goals. |
Children in EYFS should encounter religions and worldviews through special people, books, times, places and objects and by visiting places of worship. They should listen to and talk about stories. Children can be 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.
Key Questions in Reception |
|
F1: Which stories are special and why? |
F2: Which people are special and why? |
F3: Which places are special and why? |
F4: Which times are special and why? |
F5: Where do we belong? |
F6: What is special about our world? |
What do pupils gain from RE at this key stage?
Pupils should develop their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should use basic subject specific vocabulary. They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas.
Children will learn about and from Islam and Christianity (as a minimum). Religions and worldviews
During the key stage, pupils should be taught knowledge, skills and understanding through learning about Christians and Muslims. Pupils may also encounter other religions and worldviews in thematic units, where appropriate.
Key questions: 12 question-based units of work for Key Stage 1
Year 1 |
Year 2 |
1.1 Who is a Christian? What do Christians believe God is like? |
1.7 What would Jesus do? What do stories of Jesus tell Christians about how to live? |
1.2 Why does Christmas matter to Christians? [Incarnation] |
1.8 What makes some places sacred? Mosques and Makkah in Islam |
1.3 Beginning to learn Islam: What do Muslims believe and how do they live? |
1.9 How should we care about others and the world? Islam |
1.4 Islamic festivals and family life: what can we learn from stories of the Prophet? |
1.10 Why does Easter matter to Christians? [Salvation] |
1.5 What does it mean to belong to a faith community? |
1.11 Who celebrates what? How and where? Celebrations that matter, Christian + Muslim |
1.6 What can we learn from sacred books and stories? |
1.12 Who is an inspiring person? What stories inspire Christians and Muslims? |
What do pupils get out of RE at this key stage?
Pupils should extend their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject specific
vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils should 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.
|
Children will learn about and from Christianity, Islam, Judaism and Hinduism (as a minimum) across the Key Stage. Key Stage 2: Overview of 24 planned investigations
Year 5 |
Year 6 |
U2.1 Values: What matters most to Humanists? |
U2.7 How does faith enable resilience? |
U2.2 How do Christians celebrate Christmas around the world? |
U2.8 Christmas in the Gospels: Why do Christians believe that Jesus is the Messiah? [Incarnation] |
U2.3 What are the different ways to worship? What are the differences and similarities between religions? |
U2.9 How and why do some people inspire others? |
U2.4: Keeping the 5 Pillars of Islam: How do Muslim beliefs make a difference to their way of living? |
U2.10 Is it better to express your religion in arts and architecture or in charity and generosity? |
U2.5 Christian Aid, Islamic relief and non-religious charities – can charity change the world? Why does faith make a difference? |
U2.11 What does religion look like in Oldham? What will make our community a more respective place? |
U2.6 What is a pilgrim? Does a pilgrimage have to be a place of worship? |
U2.12 If God is everywhere, why go to a place of worship? |
Thornham St James will implement an assessment structure in line with the recommendations of the Oldham Agreed Syllabus.
This assessment process will focus upon the end of stage outcomes as set out in the agreed syllabus. This assessment process will be ongoing throughout the year, without set assessment periods, to allow staff to assess gains in knowledge and skills to allow them to inform future learning.
It will be up to individual teacher’s to decide the assessment process that best fits their children, working alongside the RE lead to ensure that this assessment process is accurate, useful and not over-burdensome. The focus of this assessment is to ensure that children are making progress in RE skills and knowledge and to inform future learning. RE achievement will be assessed and tracked within the school but does not need to be shared with parents.
![]() |
Picturing progression in pupils’ skills: summary pyramids of steps in RE learning.
These pyramids picture eight steps in specific skills which this syllabus uses and develops. They correspond precisely to the outcomes identified in the aims and outcomes of the syllabus, but do not reflect content with regard to any particular religion.
Each of the three elements of the teaching and learning approach is important, and pupils should make progress in all of them. Below are the end-of-phase outcomes for each element. Each unit provides learning outcomes specific
to each question, leading to these end-of-phase outcomes. Teachers will recognise that this approach balances skills with core knowledge. The outcomes on this page are woven into every aspect of the planning, teaching, learning and assessment of this syllabus.
Teaching and learning approach |
End of KS1, aged 7 Pupils can … |
End of lower KS2, aged 9 Pupils can … |
End of KS2, aged 11 Pupils can … |
Element 1: Making sense of beliefs Identifying and making sense of core religious and non-religious beliefs and concepts; understanding what these beliefs mean within their traditions; recognising how and why sources of authority (such as texts) are used, expressed and interpreted in different ways; and developing skills of interpretation |
Identify some core beliefs and concepts studied and give a simple description of what they mean |
Identify and describe the core beliefs and concepts studied |
Identify and explain the core beliefs and concepts studied, using examples from texts/sources of authority in religions |
Give examples of how stories show what people believe (e.g. The meaning behind a festival) |
Make clear links between texts/sources of wisdom and authority and the core concepts studied |
Describe examples of ways in which people use texts/sources of wisdom and authority to make sense of core beliefs and concepts |
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Give clear, simple accounts of what stories and other texts mean to believers |
Offer informed suggestions about what texts/sources of wisdom and authority can mean, and give examples of what these sources mean to believers |
Give meanings for texts/sources of wisdom and authority studied, comparing these ideas with some ways in which believers interpret texts/sources of authority |
Teaching and learning approach |
End of KS1, aged 7 Pupils can … |
End of lower KS2, aged 9 Pupils can … |
End of KS2, aged 11 Pupils |