Coppice Valley Primary School

Learners for Life

Religious Education


At Coppice Valley, the aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and evaluate responses to these questions, as well as develop responses of their own. We follow the North Yorkshire Agreed Syllabus (2019-2024) for RE from EYFS to Year 6. The NYCC syllabus is based around key questions that pupils investigate, learning knowledge about religions and non-religious world views (e.g. Humanism) and developing skills of enquiry and critical evaluation.

The NYCC curriculum for RE aims to ensure that all pupils:

Know about and understand a range of religions and worldviews, so that they can:

  • describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals
  • identify, investigate and respond to questions posed, and responses, offered by some of the sources of wisdom found in religions and worldviews
  • appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.

Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:

  • explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities
  • express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues
  • appreciate and appraise varied dimensions of religion.

Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:

  • find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively
  • enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all
  • articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.

Our RE curriculum allows every child to access lessons through quality first teaching and scaffolding of learning to meet pupils’ needs. All pupils expand their vocabularies as they learn, adding religious, worldview and philosophical words to their vocabulary. RE offers all pupils the opportunity to expand their spiritual, moral, social and cultural understanding as they consider the teachings of the world different religions, questions of right and wrong, spirituality and the effect on society religions have today and in the past.

RE is often topic linked so that meaningful connections can be made to other subjects e.g. English, History, music and art. Wherever possible we integrate outdoor and real-life learning into our work e.g. visiting local places of worship, visitors into school and weekly assemblies from the local clergy.

Values Led-Learning

Brave: Children will be challenged with thought-provoking questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. They will grow their abilities to understand, interpret and evaluate texts, sources of wisdom and authority.

Curious: Children will be curious about and fascinated by religions and worldviews in local, national and global contexts. They will discover, explore and consider different answers to difficult questions. They will build a systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities.

Kind: Children learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully. They will develop in pupils an aptitude for dialogue, so that they can participate positively in society, with its diverse religions and worldviews. Children will articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.

Curriculum at each phase

In EYFS, children are taught to develop their understanding of the world using a questioning approach. Pupils will consider special stories, times, people, places, the world and the concept of belonging. Children will learn through listening to stories, discussions, meeting people, going to places, role play and creative arts.

Children at this stage will consider the following questions:

  • What times are special and why?
  • What people are special and why?
  • What is special about our world?

In KS1, children learn about Christians, Jews and non-religious worldviews. They develop their skills to express their own ideas and opinions. They begin to think more deeply about the impact of religions on the world and what it means to be religious. Children will learn to:

  • Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them
  • Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the traditions from which they come.
  • Recognise some different symbols and actions which express a community’s way of life, appreciating some similarities between communities.
  • Ask and respond to questions about what individuals and communities do, and why, so that pupils can identify what difference belonging to a community might make
  • Observe and recount different ways of expressing identity and belonging, responding sensitively for themselves.
  • Notice and respond sensitively to some similarities between different religions and worldviews.
  • Explore questions about belonging, meaning and truth so that they can express their own ideas and opinions in response using words, music, art or poetry.
  • Find out about and respond with ideas to examples of co-operation between people who are different.
  • Find out about questions of right and wrong and begin to express their ideas and opinions in response.

Children at this stage will consider the following questions:

  • Who is a Christian and what do they believe?
  • Who is Jewish and what do they believe?
  • How and why do we celebrate special and sacred times?
  • How should we care for others and the world, and why does it matter?

In KS2, children learn about Christians, Muslims, Jews, Hindus and non-religious worldviews. They progress their skills to confidently articulate their own views and opinions, learning to respectfully disagree with others, explaining why. They reflect deeply about the impact of religions on the world in the present and the past, considering what it means to be religious and spiritual. Children will learn to:

  • Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their significance.
  • Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities.
  • Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning.
  • Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities
  • Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives.
  • Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences within and between different religions and worldviews.
  • Discuss and present thoughtfully their own and others’ views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own in different forms including (e.g.) reasoning, music, art and poetry.
  • Consider and apply ideas about ways in which diverse communities can live together for the wellbeing of all, responding thoughtfully to ideas about community, values and respect.
  • Discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response.

Children at this stage will consider the following questions:

  • What do different people believe about God?
  • Why is Jesus inspiring to some people?
  • Why do some people think God exists?
  • What do religions say to us when life gets hard?
  • Why are festivals important to religious communities?
  • Why do some people think that life is like a journey and what significant experiences mark this?
  • If God is everywhere, why go to a place of worship?
  • Is it better to express your beliefs in arts and architecture or in charity and generosity?
  • What does it mean to be a Christian in Britain today?
  • What does it mean to be a Hindu in Britain today?
  • What does it mean to be a Muslim in Britain today?
  • What difference does it make to believe in ahimsa (harmlessness), grace and/or Ummah (community)?