ColneChrist ChurchChurch of England Primary School


Welcome toColne Christ Church Church of England Primary School


R.E. at Christ Church CE Primary School 

Through our Christian Faith, we acknowledge our responsibility to all, to enrich lives and show love and respect within our school family.


We believe in lifelong learning aiming to equip our children to live life today and for tomorrow rooted in Christian love.


For nothing is impossible with God (Luke 1:37)



Our R.E. curriculum has been designed with the intention of enabling every child to flourish.  Good quality R.E. has the potential to have the most powerful and lasting effect on a child’s heart and mind.  It is a subject that combines academic skills with the development of character and spirit.  R.E. provides opportunities for spiritual development and personal reflection.  It provokes challenging questions about meaning and purpose, truth and values, identity and belonging. 


Our RE curriculum links with our curriculum drivers:

  • Be Inquisitive
  • Be Empowered
  • Be Inspired
  • Be Community Minded
  • Be Articulate


R.E. prepares children for citizenship in today’s diverse society.  It enables children to develop sensitivity to and respect for others.  It breaks down barriers and builds communities – it helps children to be community minded.


Our RE syllabus is a revision of ‘Questful RE’ (the Blackburn Diocesan Board of Education RE syllabus 2017). Building on the foundation of the 2007, 2013 and 2017 syllabuses our Diocese have updated and redesigned the content, bringing it in line with current best practice and pedagogical strategies.

By embracing the explicit teaching of Christian concepts and God’s big salvation story, it is hoped that the content of this syllabus will give pupils a deeper understanding of Christianity. In addition, pupils explore all major world faiths and discuss world views where appropriate.

Whoever we are, wherever we live, whether we are a person of faith or not, we all have a view on the world. Nobody stands nowhere.

On a quest to discover more about religion and world views pupils will discover more about themselves. As RE develops children’s knowledge and understanding of the nature of religion and belief, it provokes challenging questions about meaning and purpose, truth and values, identity and belonging. Through the syllabus pupils will experience, explore and encounter a wide range of creative and challenging multi-sensory activities that will help them to discover the answers to fundamental questions such as these: –

  • Who am I and what does it mean to be me?
  • In what ways do/can I relate to others?
  • How/where can I encounter God?
  • How can I make a positive contribution to the world in which I live?
  • What values, attitudes, beliefs and behaviour are important to me?
  • What does it mean to have faith?
  • Who/what influences and inspires me?


Through an open investigative enquiry approach pupils will be given the sense of being on a quest of discovery. A key feature of the syllabus is the large number of questions included in each unit. The purpose of these questions is to give pupils opportunity to investigate, reflect, evaluate and make meaning. In doing so they will discover more about themselves, their relationships with others, their relationship with the world around them and their relationship with God. The questions set the route through the curriculum content.

The curriculum content is a balance of the three essential disciplines of quality RE, Theology, Philosophy and Social Science. This means pupils will look at concepts through a theological lens, exploring what people of faith believe. Alongside this pupils will explore questions and answers raised in relation to the lived reality and impact of religion and world views on people’s lives. They will also think like philosophers, and be equipped with the skills that will enable them to make sense of life’s experiences.

Our RE Curriculum will encourage children to therefore be inquisitive (about all religions, views, traditions), empowered, inspired and able to articulate their views, thoughts and feelings around its subject content.

We aim that the impact of RE should be visible in all areas of the curriculum and school life.  RE makes a significant contribution to the Christian ethos of the school.  We practise the belief that in our RE curriculum time, Christianity should occupy 80% and 20% will be devoted to non-Christian faith.



Our curriculum syllabus is progressive and broken down into half termly units that children will cover: 


Autumn 1st Half Term

Autumn 2nd Half Term

Spring 1st Half Term

Spring 2nd Half Term

Summer 1st Half Term

Summer 2nd Half Term


I am Special: all different and special

 Unit: EYFS 1



Harvest: why say thank you to God?

Unit: EYFS 2

Special People: why is Jesus special?

Unit: EYFS 3



Christmas: how do Christians celebrate Jesus’ birthday?

Unit: EYFS 4 + Festival of Light

Stories Jesus Heard

Unit: EYFS 5




Stories Jesus Told: why did Jesus tell stories?

Unit: EYFS 6

Easter: why do Christians think Easter is all about love?

Unit: EYFS 7

Special Places: what makes a place holy?

Unit: EYFS 9 + look at other faith places of worship

How do we celebrate Special Times?

Unit: EYFS 11 + look at other faith celebrations

Year 1

Creation: What are your favourite things that God created? Unit 1.2 +What do people of the Muslim and Hindu faith believe about how God made the World?

Christmas: gifts

Unit 1.3 + Link to other world faiths Hinduism, Islam (Gift bringers)

Jesus: what made Jesus special?

Unit 1.4

Easter: what is the most important part of the Easter story?

Unit 1.5

Baptism: why is it special?

Unit 1.7 + how do other faiths welcome new babies?

Joseph: why is Joseph a Bible hero?

Unit 1.8

Year 2

The Bible: a special book

Unit 2.1 + do other faiths have holy books?

Christmas: why was the birth of Jesus such good news?

Unit 2.2

Jesus: why did Jesus welcome everyone?

Unit 2.3

Easter: symbols

Unit 2.4

The Church: why is this a special place for Christians

Unit 2.5 + Why are holy buildings important to other faiths?

Ascension and Pentecost: what happened?

Unit 2.6

Year 3

Harvest: How do people of faith say thank you to God?

Unit 3.6 + how do other faiths say thank you?

Christmas: How does the presence of Jesus impact people’s lives?

Unit 3.2

Rules for Living: which rules should we follow?

Unit 3.5 + does everyone follow the same rules?

Easter: is the cross a symbol of sadness or joy?

Unit 3.4

Called by God: What does it mean to be called by God? Unit 3.1 + Local Faith Leaders: who are they and what do they do? (Hinduism, Islam, Judaism)

Christian Art: how do Christians express their faith through art?

Unit: S5 + how do other faiths express their beliefs through art?

Year 4

The Church: Are all churches the same?

Unit: 4.5 + Are all places of worship the same?  Do people worship God in the same way?

Christmas: Why is Jesus described as being the light of the world?

Unit: 4.2

Jesus: why do Christians believe Jesus is the Son of God?

Unit: 4.3 + Why do Jewish people believe that the Sabbath/Shabbat is so important?

Easter: A story of betrayal or trust?

Unit 4.4

Prayer: what is prayer?

Unit 4.6 + how do other world faiths pray?

Change the world: How can I make a difference?

Unit: S7 + looking from different persepectives.


David and the Psalms: What values do you consider to be important? Unit 4.1

Year 5

The Bible: How and why do Christians read the Bible?

Unit 5.1 + why are sacred texts important to people of faith?

Christmas: How is Christmas celebrated around the world?

Unit 5.7

Old Testament Women:

Unit 5.5 + NCFU: what happens during Purim?

Easter: Why do Christians believe that Easter is a celebration of victory?

Unit 5.4

Jesus: Why do Christians believe Jesus was a great teacher?

Unit 5.3

Proverbs: is the book of Proverbs still relevant today?

Unit S10


Peace: What is Peace? + Buddhism, Hinduism, Islam, Judaism, Sikhism

Year 6

Life as a journey: is every persons journey the same?

Unit 6.1 + Pilgramages

The Eucharist: Why do Christians celebrate the Eucharist? Unit 6.3


Advent: How do Christians prepare for Christmas?

Unit 6.2

The Exodus: why is the Exodus such a significant event in Jewish and Christian history?

Unit 6.3A

Jesus: Who was/is Jesus?

Unit 6.4

God: what is the nature and character of God?

Unit 6.6 + are there common beliefs?

People of Faith: How does faith affect your life?

Unit 6.7 + consider for other faiths.

Bold highlights = coverage of Non-Christian Faith Units





The areas of learning and development covered by the EYFS Units in our RE syllabus are:

  • communication and language
  • personal, social and emotional development
  • literacy
  • understanding the world
  • expressive arts and design

Early Learning Goals

The content of the EYFS units in the syllabus contribute to the attainment of the following early learning goals:

Communication and Language

ELG: Listening, Attention and Understanding

Children at the expected level of development will

  • listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
  • make comments about what they have heard and ask questions to clarify their understanding.
  • hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

 ELG: Speaking

Children at the expected level of development will:

  • participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
  • offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.
  • express their ideas and feelings about their experiences using full sentences.

Opportunities for developing children’s communication and language in RE

Listening to Bible Stories                             
Bible stories in the book corner
Making visits                                                    
Welcoming and interviewing visitors
Role play                                                            
Asking and answering questions
Discussion about special events, people places and food etc
Talking about their experiences and things that puzzle them
Learning and using new vocabulary associated with religious behaviour, artefacts and stories


Personal Social and Emotional Development

ELG: Self-Regulation

Children at the expected level of development will

  • show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly.


ELG: Building Relationships

Children at the expected level of development will

  • work and play cooperatively and take turns with others.
  • form positive attachments to adults and friendships with peers.
  • show sensitivity to their own and to others’ needs.


Opportunities for personal, social and emotional development in RE

Talk about family events e.g. baptisms, weddings etc.  
Talk about their feelings and experiences including times of joy, anger, sadness, disappointment and laughter.                 
Talk about friendships and relationships including respect, trust, care and concern
Talk and listen in Circle time                     
Use of Persona Dolls                                    
Role Play
Talk about behaviour in a variety of scenarios
Sharing times of celebration
Discuss prayer and the concept of having a relationship with God
Enjoying times of calm  


 ELG: Comprehension

Children at the expected level of development will

  • demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.


ELG: Writing

Children at the expected level of development will

  • write simple phrases and sentences that can be read by others.


Opportunities for developing children’s literacy in RE

Reading Bible story books
Retelling Bible stories
Sequencing pictures
Writing opportunities e.g. prayers, stories, children’s own experiences, cards, letters, labels and invitations.



Understanding the world

ELG: Past and Present

Children at the expected level of development will

  • talk about the lives of the people around them and their roles in society.
  • know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
  • understand the past through settings, characters and events encountered in books read in class and storytelling.


ELG: People, Culture and Communities

Children at the expected level of development will

  • describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
  • know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
  • explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and, when appropriate, maps.

Opportunities for developing children’s understanding of the world in RE

Visiting places of worship
Celebrations and festivals including family events
Making a collage with natural objects
Handling artefacts
Looking at the similarities and differences between our world and Jesus’ world
Meeting people of faith
Making and tasting festival food

Expressive Arts and Design

 ELG: Creating with Materials

Children at the expected level of development will

  • share their creations, explaining the process they have used.
  • make use of props and materials when role playing characters in narratives and stories.


ELG: Being Imaginative and Expressive

Children at the expected level of development will

  • Invent, adapt and recount narratives and stories with peers and their teacher.


Opportunities for developing children’s art and design skills in RE

Listening to a variety of religious music
Role play
Creating pictures
Looking at Christian artwork
Colour, pattern and shape in Islam and Hinduism
Making models and artefacts of places of worship  




By the end of Key Stage 1 (Year 2) children are expected to have the following knowledge and understanding:


They should…


  • know that Christians believe that God is the creator of the world and everything in it.
  • know that Christians believe that God is three in one, Father, Son and Holy Spirit.
  • be able to retell both the nativity and Easter stories.
  • use religious words to talk about the celebrations of Christmas, Easter and Pentecost.
  • know that Christians believe Jesus is the Son of God who died on the cross and rose again.
  • know that Jesus had 12 special friends called disciples.
  • know that the Bible is the Christian holy book and it contains God’s big story, the salvation plan.
  • be able to retell stories of Jesus’ miracles.
  • have visited a church and confidently talk about their experience and what they have learnt.
  • have had opportunity to ask reflective questions that wonder about religious practice, values and beliefs.
  • be able to give examples of how people of faith put their beliefs into action.
  • know the names and significance of holy books from at least three world faiths.
  • be developing a sense of their own values and the values of others. 
  • be able to identify and talk about the places of worship of at least three world faiths.


By the end of Key Stage 2 (Year 6) children are expected to have the following knowledge and understanding:


They should…

  • know that Christians believe that God is three in one, Father, Son and Holy Spirit – the Trinity.
  • know that Christians believe that in the beginning God created everything and it was good. People spoilt the environment and their relationship with God. This is known as the Fall.
  • know that Christians believe that Jesus is the Messiah, the Saviour who came to rescue all people and restore their relationship with God.
  • know that Christians believe Jesus is the Son of God who died on the cross, rose again and is alive with us today.
  • know that Christians believe that Jesus will come again and Earth and Heaven will be transformed to be as God intended (the Kingdom of God).
  • know that Christians try to put the teaching of Jesus, the good news, into practice in their everyday lives and build God’s Kingdom on earth as best they can.
  • know that Pentecost was the start of the church.
  • know that Christians believe that the Holy Spirit is at work in their lives today.
  • know that Christianity is a worldwide multi-cultural faith.
  • know that prayer is an important part of the life of a believer and explain why.
  • know the names and stories of at least 3 people in the past and present times who have been called by God to do his work and speak his word.
  • describe the impact that responding to God’s call has on a believer’s life.
  • use developing religious vocabulary to talk about the impact religion has on believers’ lives.
  • be able to make comparisons and identify the similarities and differences between the rules for living in at least three world faiths.
  • ask important questions about religion and belief that improves their learning.
  • experience a visit to a place of worship other than a church building.
  • talk knowledgeably about places of worship, the names and features of buildings and the worship that takes place there.
  • retell in detail the stories of Christmas and Easter describing core Christian beliefs and concepts.
  • connect Christian practices, values and beliefs to events and teaching in the Bible.
  • be able to describe and show understanding of the links between the teachings in Holy Books and the behaviour of the believers.
  • be able to express and explain their own opinions on issues they have discussed.
  • use an increasingly wide religious vocabulary to talk about the meaning of rites of passage and pilgrimage experienced by believers as they journey through life.
  • describe what they think motivates people of faith and explain what inspires and influences them personally.
  • ask and suggest answers to questions that show their understanding of distinctive beliefs about God across three world religions.
  • know and be able to talk about the links between Christianity and Judaism.
  • describe the similarities and differences within and between Christian denominations with particular reference to the Eucharist.