Religious Education (R.E)



  • To help children acquire and develop knowledge and understanding of Christianity and other principal religions and cultures represented in Great Britain.
  • To learn from those cultures and religions
  • To ask questions about the world and reflect in their own beliefs and values
  • Develop a sense of identity and belonging through self awareness and reflection
  • Promote respect and open mindedness towards others of different faiths, beliefs, values and lifestyles.

The above should be inclusive and accessible to all children


Cheshire East state that the RE curriculum should reflect that the religious traditions in Great Britain are in the main Christian while taking into account the teaching and practises of other principal religions represented in Great Britain. Academies are free to follow a local Agreed Syllabus if they choose.


What RE looks like in our school

The units of study are planned so that children can develop their critical thinking and evaluation skills to apply to the big enquiry questions. Children have the freedom to express their own opinions and talk about their own beliefs.

Faiths studied

Foundation Stage – Lays the foundations of the key concepts of all religions

Year 1 – Christianity and Judaism

Year 2 – Christianity, Judaism/Islam

Year 3 – Christianity, Sikhism

Year 4 Christianity, Buddhism/Judaism

Year 5 Christianity, Hinduism

Year 6 Christianity, Islam and in the summer a double unit of Islam as topics such as Jihad are

sensitively taught

Humanism can be included in many enquiries in each year group.


In all year groups the teaching will include these areas:

  • Engagement/questioning: Children think about how religion feels in their own world. Children’s own ideas and experiences (if any) of different religions. In a diverse society there may be a number of different religions/views in one class.
  • Enquiry  This helps children to deepen their understanding, make secure connections between faiths. It also helpds them to utilise higher level thinking skills, involving sustained learning, gathering information and draw conclusions before reflecting. 
  • Knowledge base/researching: Develop factual, accurate knowledge of a religion by examining artefacts, answering key questions and listening to members of faith communities to gain a first-hand perspective of what life is like. Visits to explore buildings , to gain first hand experience similar to the practitioners of the faith. This makes the learning more “real” and come alive rather than book/paper based activities.  Teaching of key vocabulary. Use of religious texts and stories as a lot of the religious teachings and ideas come from stories related to a particular faith. Use of IT for research
  • Evaluation: Children discuss what has been learnt from a religion and their response linked to their own belief s and how they can use that knowledge going forward.
  • Expression: Children  reflect on differences the study has made to them. Have they changed their views on the aspect studied? Has it made them think more deeply about why/how certain people express their faith?
  • Religious vocabulary: Children understand and use the specific and appropriate vocabulary used by all faiths.
  • Inclusive:  Learning accessible to all.






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