New Invention Junior School
Key Stage 2 Learning Programme
Year 3
Year 4
Year 5
Year 6
Autumn
Spring
Summer
Sacred books and
writings
Holy buildings and
sacred spaces
Sacred Journeys:
pilgrimages
Religious beliefs about Ways of life and ways of
the world: Hindus and
expressing meaning:
Christians
Muslims and Christians
Learning from the Hindu Finding reasons to care
Religion
in religious stories
Inspiring leaders from
the Islam, Sikhism and
Christianity
Beliefs, Identity and
Values: Jewish people,
Hindus and Christians
Commitments and
meanings
World Changing leaders Leaders in religion today
New Invention Junior School
Key Stage 2 Learning Programme
Year 3
Year 4
Year 5
Year 6
Autumn
Spring
Summer
Sacred Books
Focus on concepts A and C
Holy Buildings
Focus on concepts B and D
Sacred Journeys:
Pilgrimages
Focus on concepts E and F
Hindu and Christian world
beliefs
Focus on concepts A and E
Muslim and Christian way of
life
Focus on concepts B and C
Jewish, Hindu and Christian
people
Focus on concepts D and F
The Hindu Religion
Focus on concepts A and E
Religious stories
Focus on concepts F and C
Commitments and meaning
Focus on concepts B and D
Inspiring leaders from Islam,
Sikhism and Christianity
Focus on concepts A and E
World changing leaders
Focus on concepts B and C
Religious leaders today
Focus on concepts D and F
AT1 - Learning about religion
AT2 – Learning from religion
AT 1 (A – C)
AT 2 (D – F)
A: Beliefs, teachings and resources
B: Practices and ways of life
C: Expressing meaning
D: Identity, diversity and belonging
E: Meaning, purpose and truth
F: Values and commitments
A ladder of key skills to assess RE
Learn about religion
Explain the impact of religion in
people’s lives
Use the correct vocabulary to show
an understanding of religion
Describe religious materials
Retell religious stories, identify
religious material
Recognise and name religious
material
Learn from religion
5
4
3
2
1
Express their own views in the light of
religious explanations
Apply religious and spiritual ideas
themselves
Make links to their own experiences
Ask questions
Talk about religion
Good teaching should share the appropriate skills with pupils and make explicit opportunities,
through well designed learning opportunities for pupils to acquire, practice and develop.
Level scale for RE
AT1 Learn about Religion
Level 1
Recognise
and talk
about religion
AT2 Learning from religion
Pupils:
Talk about:
 Use some religious words
 Own experiences, feelings and
celebrations.
 Recognise and name
features of religious life
 What they find interesting or
and practice
puzzling
 Recall religious stories,
 What is of value and concern to
actions, celebrations
themselves and to others
 Recognise religious
symbols, words, gestures
and artefacts
Level 2
Retell stories,
identifying
religious
materials and
asking
questions
Pupils:
Pupils:
 Use religious words and
 Ask, and respond sensitively
phrases to identify some
to, questions about their own
features of religion its
and others’ experiences and
importance for some
feelings
people
 Recognise that some questions
 Begin to show awareness
cause people to wonder and
of similarities in religions
are difficult to answer
 Retell and suggest
 In relation to matters which are
meanings for religious
right and wrong, recognise
stories, actions and
their own values and those of
symbols
others.
 Identify how religion is
expressed in different
ways
Level 3
Describing
religion and
making links
to their own
experiences
Pupils:
Pupils:
 Use a developing
 Identify what influences them,
religious vocabulary to
making links between aspects
describe some key
of their own and others’
features of religions,
experiences
recognising similarities
 Ask important questions about
and differences
religious beliefs and lifestyles,
 Make links between
linking their own and others’
beliefs and sources,
responses
including religious stories
 Make links between values and
and sacred texts
commitments, and their own
 Begin to identify the
attitudes and behaviour
impact religion has on
believers’ lifestyles
 Describe some forms of
religious expression
Level 4
Showing
understandin
g of religion
and applying
ideas
themselves
Pupils:
Pupils:
 Use developing religious
 Raise and suggest answers to
vocabulary to describe
questions of sacredness,
and show understanding
identity, diversity, belonging,
of sources, authorities,
meaning, purpose, truth,
practices, beliefs,
values and commitments
lifestyles, ideas, feelings
 Apply their ideas to their own
and experiences
and other people’s lives simply
 Make links between
 Describe what inspires and
them, and describe some
influences themselves and
similarities and
others
differences both within
and between religions
 Describe the impact of
religion on people
 Suggest meanings for a
range of forms of religious
expression
Pupils:
Pupils:
 Use an increasingly wide
 Pose and suggest answers to
Explaining
religious vocabulary to
questions of sacredness, identity,
the impact of
explain the impact of beliefs
diversity, belonging, meaning,
religion and
upon individuals and
purpose and truth, values and
expressing
communities
commitments, relating them to their
their own
own and others’ lives
 Describe why people belong
views of
religious
to religions
 Explain what inspires and influences
questions.
them, expressing their own and
 Know that similarities and
others’ views on the challenges of
differences illustrate
belonging to a religion
distinctive beliefs within and
between religions and suggest
possible reasons for this
 Explain how religious sources
are used to provide
authoritative answers to
ultimate questions and ethical
issues, recognising diversity in
forms of religious, spiritual and
moral expression, within and
between religions.
Level 5
Walsall Agreed syllabus for Religious Education
RE and the legal requirements
The expectation is that the minimum hours devoted to religious education at Key stage 2 is
one hour per week. However, flexible delivery of the RE curriculum time, through study days
or weekly themes is possible and can lead to good standards.
Religions and beliefs to be studied
At key stage 2, the recommended religions are Christianity, Islam and Hinduism. We shall also
study Sikhism because it reflects our schools local community and learn aspects of Judaism