Clavering Primary School appreciates that RE is not designed to proselytize children, but rather engage children about questions related to religion and, therefore, is an extremely important curriculum area for a wide range of reasons, including the following:

  • RE provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self, the nature of reality, issues of right and wrong and what it means to be human.
  • RE develops pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and world views that offer answers to the questions above.
  • RE offers pupils the opportunity to examine the significance of religion in relation to themselves and others, as they consider how religion and beliefs have an impact on individuals and groups in local, national and global contexts.
  • RE offers opportunities for personal reflection and spiritual development. It encourages pupils to explore their own beliefs (whether they are religious or not) in the light of what they learn, examine issues of religious beliefs and faith, and consider their own responses to questions raised. RE encourages empathy and enables pupils to develop their own sense of identity and belonging.
  • RE encourages respect for all, including those with differing faiths and beliefs, as pupils develop understanding and appreciation of our diverse society and world.
  • RE helps to challenge prejudice, discrimination and racism.

In addition, RE develops a range of RE-related skills and attitudes.

Aims of the Clavering Curriculum for RE

The Clavering Curriculum for RE aims to ensure that all pupils: 

  • can demonstrate an outstanding level of religious understanding and knowledge;
  • can thoroughly engage with a range of ultimate questions about the meaning and significance of existence;
  • can ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and value of religion;
  • can demonstrate the ability to think for themselves and take the initiative in, for example, asking questions, carrying out investigations, evaluating ideas and working constructively with others;
  • can demonstrate significant levels of originality, imagination or creativity, which are shown in their responses to their learning in RE;
  • can demonstrate the ability to link the study of religion and belief to personal reflections on meaning and purpose;
  • can demonstrate a wide knowledge and deep understanding across a wide range of religions and beliefs.

Learning Foci for RE

The Hartlepool Agreed Syllabus for RE sets out the ‘Fundamentals of RE’:

Three Elements:

1. Knowledge and Understanding of RE; 2. Critical Thinking; 3. Personal Reflection

Four Concepts:

1. Belief; 2. Authority; 3. Expressions of Belief; 4. Impact of Belief 

Five types of Enquiry Questions:                 

1. Theological Questions (questions about religious beliefs)

2. Phenomenological Questions (questions about how religion is practised)

3. Philosophical Questions (ultimate questions that affect all of humanity)

4. Ethical Questions (questions about people’s values and actions)

5. Sociological Questions (questions about the impact of religion in society)

Topics studied in each year group

Year 1:

What can we learn about Christianity from visiting a church?

CHRISTMAS: Why are gifts given at Christmas?

Why is Jesus special to Christians?

EASTER: What is the Easter story?

What can we find out about Hindu beliefs?

Year 2:

How do Hindus show their beliefs?

CHRISTMAS: How and why is light important at Christmas?

Why is the Bible special to Christians?

EASTER: How do Christians celebrate Easter?

What does it mean to belong in Christianity?

What can we learn from the story of St Hild?

Year 3:

What can we learn about Christian symbols and beliefs by visiting churches?

CHRISTMAS: How and why is Advent important to Christians?

What do Christians believe about Jesus?

EASTER: What do Christians remember on Palm Sunday?

What do Sikhs believe?

Year 4:

How and why do religious people show care for others?

CHRISTMAS: Why do Christians call Jesus the ‘light of the world’?

What do Christians believe about God?

EASTER: Why is Lent such an important period for Christians?

How do Sikhs express their beliefs?

Year 5:

What can we learn about Christian faith through studying the lives of Northern Saints?

CHRISTMAS: What are the themes of Christmas?

What do we know about the Bible and why is it important to Christians?

EASTER: Why is the Last Supper so important to Christians?

What do Muslims believe and how are these beliefs expressed?

Year 6:

Why do people have ceremonies and use ritual in their lives?

CHRISTMAS: What do the gospels tell us about the birth of Jesus?

Why should people with a religious faith care about the environment?

EASTER: Why are Good Friday and Easter Day the most important days for Christians?

So, what do we know about Christianity?



1. At long-term and medium-term level, Clavering Primary School follows the Locally Agreed Syllabus for Religious Education.

2. All of the topics marked with an asterisk (*) offer the children the opportunity to participate in an educational visit to support learning.