Religious Education

At Houghton Regis Primary School, Religious Education (RE) is delivered through the agreed Bedfordshire SACRE syllabus 2018-2023. The aim of Religious Education in our school is to contribute educationally to the development of pupils as individuals and members of society by fostering a reflective approach to life in the context of a growing understanding of the experiences, attitudes, beliefs and religious practices of humanity. Religious Education is taught within cross-curricular topic work themes and as a separate subject on the timetable. Schemes of work are devised for each year group in the school to ensure children are receiving a broad and balanced curriculum. Pupils are given the opportunity to build their knowledge base through RE, and to understand how beliefs and practices connect, so that pupils are able to build effectively on prior learning as they progress through our school.

At Houghton Regis Primary we believe Religious Education will:

The threefold aim of RE:

We use the threefold aim for RE and the taught, throughout all years, reflect the following aims:

Make sense of a range of religious and non-religious beliefs, so that they can:


Houghton Regis Primary school Religious Education – Curriculum Overview

Autumn 1 Autumn 2 Spring 1  Spring 2 Summer 1  Summer 2 
Year 1 and 2 

(Year A)

Unit 1

What do Christians believe God is like?

Unit 2

Why does Christmas matter to Christians? How and why do we celebrate special times?

Unit 10

How do we show we care for the Earth? Why does it matter?

Unit 5

Why does Easter matter to Christians?

Unit 4

Who is a Muslim? What do they believe and how do they live?

Unit 11

Who is an inspiring person? What stories inspire Christian, Muslim and/or Jewish people

Year 1 and 2 (Year B) Unit 9

How do we show we care for others? Why does it matter?

Unit 7

How and why do we celebrate significant times? What makes some celebrations sacred to believers?

Unit 6

What makes some places significant? What makes some places sacred to believers?

Unit 8

What can we learn from sacred books and stories?


Unit 4

Who is a Muslim? What do they believe and how do they live?

Unit 12

What is the ‘good news’ Christians believe Jesus brings?

Year 3 and 4 (Year A) L2.1: Where, how and why do people worship? 

Muslims, Jewish people, Christians.

L2.8: How is faith expressed in Sikh communities and traditions? 


L2.3: What is the ‘Trinity’ and why is it important for Christians? 


L2.4: What kind of world did Jesus want? 


L2.11: What are the deeper meanings of the festivals? 

Muslims, Jewish people, Hindus, Sikhs, non-religious celebrations.

L2.12: How and why do people try to make the world a better place? 

Christians, Muslims, Sikhs, non-religious people.


Year 3 and 4 

(Year B)

L2.7: How is faith expressed in Hindu communities and traditions? 


L2.2: Why do some people think life is like a journey? How and why do people mark the significant events of life? 

Christians, Hindus, Muslims, non-religious people.

L2.9: How do festivals and worship show what matters to Muslims? 


L2.10: For Christians, what was the impact of Pentecost? 


L2.5: Why do Christians call the day Jesus died ‘Good Friday’? 


L2.6: How do festivals and family life show what matters to Jewish people? 

Jewish people.

Year 5 and 6 

(Year A)

U2.2: Creation and science: conflicting or complementary? 

Christians, non-religious people.

U2.1: What does it mean if Christians believe God is holy and loving? U2.4: How and why do some people inspire others? Examples from religions 

Hindus, Sikhs, Jewish people, Muslims.

U2.11: Why do some people believe in God and some people not? U2.9: Justice and poverty: why does faith make a difference? 

Christians, Muslims, non-religious people.

U2.8: How is faith expressed in Islam?
Year 5 and 6 

(Year B)

U2.6: What do Christians believe Jesus did to ‘save’ people? 


U2.5: How do Christians decide how to live? ‘What would Jesus do?’ U2.7: What helps Hindu people as they try to be good? 


U2.12: How does faith enable resilience?

Christians, Muslims and/or Jews and/or Hindus, non-religious people.

U2.3: Values: what matters most to Humanists and Christians? 

Christians and non-religious people, with opportunities to include other faiths studied.

U2.10: What will make our community a more respectful place?


Progression in Pupils’ skills

  Most 5-year olds:

(Early years)

Most 6-year-olds:

(Year 1)

Most 7-year-olds

(Year 2 and 3)

Most 9-year-olds

(Year 4 and 5)

Most 11- year-olds

(Year 6)


Making sense of beliefs

Re-tell simple religious stories and recognise some religious words, e.g. about God Most 6-year-olds: Recall, remember, name and talk about simple beliefs, stories and festivals. Most 7-year-olds: Identify beliefs, describe them simply, give examples and suggest meanings. Most 9-year-olds: Describe beliefs and concepts, connecting them to texts, suggesting examples and meanings Most 11-year-olds: Explain and give meanings for core texts and beliefs, comparing different ideas

Understand the impact

Recall simply what happens at a traditional festival and recognise that some religious people have places which are special to them. Observe, notice and recognise simple aspects of religion in their own communities. Give examples of what difference it makes to belong to and believe in a religion. Connect stories, teachings, concepts and texts with how religious people live, celebrate and worship Use evidence and examples to show how and why beliefs make a difference to life.


Make connections

Make connections with personal experiences Begin to find out about and link religions and beliefs. Think, talk and ask questions about religion and belief for themselves. Suggest and link questions and answers, including their own ideas about the differences religion makes to life. Connect their own reflections and views to the religions and beliefs they study, developing insights.


Houghton Regis Primary School