All pupils are taught the topics of Christianity, Islam, Sikhism, Judaism, Buddhism, Hinduism and secularism.

Pupils will encounter each religion once in our three year topic cycle. Work is planned from the National Curriculum and the Tower Hamlets locally agreed syllabus. End of year expectations at each year level are based on National Curriculum attainment levels and programmes of study so some pupils may be working above or below the levels outlined below.

By the end of Y1 pupils will:

  • use some religious words and phrases to recognise and name features of religious life and practice.
  • remember religious stories and know some religious symbols
  • talk about their own experiences and feelings and what they find interesting about different religions

By the end of Y2 pupils will:

  • use religious words and phrases to identify some features of religion and its importance for some people.
  • begin to show understanding of similarities between religions
  • retell religious stories and suggest meanings for religious actions and symbols.
  • identify how different people express their religion
  • ask, and answer questions about their own and others’ experiences and feelings.
  • recognise their own values and those of others.

By the end of Y3 pupils will:

  • use a developing religious vocabulary to describe some key features of religions, and their similarities and differences.
  • learn about religious stories and sacred texts.
  • begin to learn about the effect religion has on believers’ lives.
  • describe some different ways people express their religious beliefs.
  • ask questions about religion and beliefs, making links between their own and others’ responses.
  • discuss values and commitments, and their own attitudes and behaviour.
  • know that some questions cause people to wonder and are difficult to answer.

By the end of Y4 pupils will:

  • use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences.
  • make links between them, and describe some similarities and differences both within and between religions.
  • begin to describe the effect religion has on believers’ lives.
  • begin to suggest meanings for a range of forms of religious expression.
  • begin to apply their ideas to their own and other people’s lives.
  • begin to describe what inspires and influences themselves and others.

By the end of Y5 pupils will:

  • use an increasingly developed religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences.
  • make links between them, and describe some similarities and differences both within and between religions.
  • describe the impact of religion on people’s lives.
  • suggest meanings for a range of forms of religious expression.
  • discuss questions of identity, belonging, meaning, purpose, truth, values and commitments
  • apply their ideas to their own and other people’s lives.
  • describe what inspires and influences themselves and others.

By the end of Y6 pupils will:

  • use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities.
  • discuss why people belong to religions.
  • understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this.
  • explain how religious sources are used to provide answers to questions and moral issues,
  • discuss questions of identity, belonging, meaning, purpose, truth, values and commitments relating them to their own and others’ lives.
  • explain what inspires and influences themselves and others.
Last updated April 23, 2014