EARLY YEARS FOUNDATION STAGE RE GUIDANCE
Reception age children and religious education:
The Early Years Foundation Stage (EYFS 2008) describes the phase of a
child’s learning and development from birth to the end of the reception year at
the age of 5.
Religious education is statutory for all pupils registered on the school roll,
which means that religious education in accordance with the Agreed Syllabus
is applicable to children in the reception class. The statutory requirements for
religious education do not extend to nursery classes, although religious
education should form a valuable part of the educational experience of
children throughout the Key Stage.
There is a general requirement to provide for children’s spiritual, emotional,
social and cultural development. For example: When observing the growth of
a seed, this might involve the opportunity to experience the awe and wonder,
mystery and excitement of growth in the natural world
The contribution of Religious Education to the Early Learning Goals:
The Early Learning Goals set out what most children should achieve by the
end of the Early Years Foundation Stage. Religious Education can make an
active contribution to all six areas of learning, but has a particularly important
contribution to make to personal, social and emotional development and
knowledge and understanding of the world.
Relevant goals from personal, social and emotional development:
Have a developing respect for their own cultures and beliefs and those of
other people.
Understanding that people have different needs, views, cultures and beliefs
that need to be treated with respect.
Understand that they can expect others to treat their needs, view, cultures
and beliefs with respect.
Approaches to learning in Religious Education in the Early Years
Foundation Stage linked to personal, social and emotional development
could include:
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Children use stories from religious traditions as a stimulus to reflect on
their own feelings and experiences and explore them in various ways.
Children learn about a story and its meanings through activity and play.
They reflect on the words and actions of characters and decide what
they would have done in a similar situation.
Using role-play as a stimulus, children talk about some of the ways that
people show love and concern for others and why this is important.
Children think about issues of right and wrong and how people help
one another.
Relevant goals from knowledge and understanding of the world:
Begin to know about their own cultures and beliefs and those of other people.
Approaches to learning in Religious Education in the Early Years
Foundation Stage linked to knowledge and understanding of the world
could include:
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Children ask and answer questions about religions and culture as they
occur within their everyday experiences.
Children visit places of worship, show respect and learn new words.
They listen to and respond to a range of stimuli about and from
different religious and ethnic groups and from the natural world.
They handle artefacts with curiosity and respect.
Children will learn about themselves and their families and friends, and learn
about belonging and why belonging is important. They will learn about people
who are special to particular religions and special festivals and places of
worship. They will be involved in practical activities, listen to stories and take
part in visits and listen and talk to special visitors.
Children will be supported to achieve the above Early Learning Goals during
the Reception (and Nursery) class. A summative assessment of their
attainment will be completed at the end of the Reception Year using the
Foundation Stage profile.
Early Years Foundation Stage: End of Unit Statement:
Children should be given opportunities to:
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Begin to explore the world of religion in terms of special people, books,
times, places and objects and by visiting places of worship.
Listen to and respond to stories.
Begin to be introduced to religious words.
Use their senses in exploring religion and beliefs, practices and forms
of expression.
Reflect their own feelings and experiences.
Use their imagination and curiosity to develop their appreciation and
wonder of the world in which they live.
Advice on Teaching and Learning in the Early Years Foundation
Stage:
It is essential that religious education at this stage is rooted in the good
practice which applies to all other parts of the curriculum. First of all, it
should be age-appropriate and accurate, but without laboured explanation
or too much detail. For example, to explain Muhammad as a prophet
relies on a teacher’s skill in using words within the children’s
comprehension, therefore it is important to use the word ‘prophet’ but
perhaps to explain it as ‘a person who tells people about God’. Early
Years Foundation Stage practitioners are skilled in making such linguistic
decisions, and the children will learn the accurate language by hearing it
and using it in context. Secondly, good RE teaching should start from the
children’s experience if it is to make sense to them. For example, if
teaching about a special place, talk to the children first about their special
place where they feel safe and happy, then introduce the idea of someone
else’s special place. This might then lead to talking about a church or
temple, or asking someone in to talk about their special place. Thirdly, the
methodology should be as for all other parts of their curriculum: lively,
exciting, practical, using good books, involving play as a chance to
explore, using real experiences, and real language.
The correct choice of vocabulary is important at this stage as well as later.
In an aided school, teacher would say “we believe that…..”, but in a
maintained or controlled school the correct words to use would be
“Christians believe that…..”, “Muslims believe that….” and so forth. It is
important that reference is made to secular beliefs: “Some people believe
that ….” and specifically that not everyone, or every religion, believes in
God. It should also be remembered that many young children have an
entirely secular background, and may have no understanding of the word
“God”. It is also important to be careful that beliefs are not taught as facts.
Within the Foundation Stage, practitioners are free to address the balance
of faith coverage for themselves. However practitioners should ensure
that children develop respect for their own cultures and beliefs and those
of other people.
Excellent resources for RE in the EYFS are not plentiful and most do not
provide high-quality coverage of all the major faiths. It is easy to provide
what is essentially a multicultural experience; what is harder is helping the
children to understand different beliefs.
Organisation of learning in Early Years Foundation Stage:
The RE curriculum guidance for the EYFS are examples of units of work.
There is no compunction for coverage; examples are intended as
suggestions only. Making the experience relevant to very young children
is far more important than coverage or trying to get a balance across
different religions at this stage.
Special note on Nativity Plays for Muslim pupils:
Extra sensitivity may be required at this time as Muslims may be
uncomfortable about the personification i.e. acting Mary or Jesus. Close
liaison with families at this time will mean that everyone is comfortable with
their degree of involvement in a story that has a deep resonance, albeit
with differences in the Islamic tradition.
Early Years Foundation Stage Planning linked specifically to RE Guidance
Theme
Personal, Social and
Emotional
development
Communication,
Language and Literary
Knowledge and
understanding of the
world
Creative Development
Buildings
 New/different places
of worship;
understanding and
respect that people
have different needs,
views, cultures &
beliefs; also that not
all people believe in
God
 Through artefacts
and visits; learn new
vocabulary, e.g.
spire, steeple,
mosque and temple
 Learn new words as
they occur,
associated with the
place of worship e.g.
lectern, pulpit, altar,
church, synagogue,
ark, mosque,
madrasah, temple,
mandir, shrine,
gurdwara
 Identifying buildings
in local area, specific
to places of worship
 Identify different
places of worship
linked to a range of
ethnic groups e.g.
church, temple,
mosque and
synagogue
 Drawings, paintings
linked to visit;
identifying unique
features of different
places of worship
 Islamic, geometric
patterns – no
animals or people
are displayed in
mosques
Theme
Personal, Social and
Emotional
development
Communication,
Language and Literary
Knowledge and
understanding of the
world
Creative Development
Family and Weddings
 Understanding of the
importance of family
life within a faith
context
 Look at different
marriage ceremonies
from faiths
represented in their
own community
 In role play allow the
children to have a
variety of wedding
clothes so they can
experience the
different styles of
ceremonies
 Introduce new
vocabulary related to
family issues
 Children look at
photographs of
families from
different faiths and
cultures
 Children use digital
cameras to take
pictures of families
in their own home
environments,
reflecting their
different faiths and
cultures; e.g. a
family wedding
 Introduce music
linked with a faith,
e.g. dancing at a
wedding
STORIES:
VOCABULARY:
Carry, Go, Bring, Come - V Samuel
Here comes the Bridesmaid - S Hughes
When Willy Went to the Wedding - Judith Kerr
Cinderella; Prince Cinders – Babette Cole
married, wedding, bride, groom, bridesmaid, best man, promise,
ring, marriage, temple, synagogue, chapel
Theme
Personal, Social and
Emotional
development
Communication,
Language and Literary
Knowledge and
understanding of the
world
Creative Development
All about me and
A Special Baby
 Birth: customs in
different religions,
e.g. christening;
naming ceremonies;
 Link this to Family
theme
 Introduce new
vocabulary related to
the different naming
ceremonies; act
these out in role play;
ask parents to talk to
children about their
beliefs in this area.
Not all ceremonies
are connected with
religions
 There are strong
 Displays linked to the
links which could be
children’s family
made with the
 Paintings and
family theme
drawings linked to the
theme
 Children bring in
artefacts linked with  Children allowed to
their naming
experience naming
ceremonies,
ceremonies through
including
role play
photographs, such
as a christening
robe; pictures of the
different places
where naming
ceremonies take
place can also be
shared
STORIES:
Something Special - Nicola Moon
A Baby Sister for Francis
Sophie & the New Baby - C and L Anholt
My Mum is Fantastic - Nick Butterworth
Can’t you Sleep Little Bear - M Waddell
Guess How Much I love You?
So Much – Trish Cooke Avocado Baby – John Burningham
Teddy Horsley-Belonging
Kippers Birthday - Mike Inkpen.
Spot goes to a party - Eric Hill.
Sleepy Jesus-Pennie Kidd
Jesus’ Christmas Party- Nicholas Allen
The Fox’s Tale-N Butterworth/Mike Inkpen
Theme
Personal, Social and
Emotional
development
Communication,
Language and Literary
Knowledge and
understanding of the
world
Creative Development
Food and Drink
 Saying thank you
before eating food
e.g. grace
(Christianity), Brokah
(Jewish); also that
not everyone has a
God to whom they
give thanks
 In role play find out
about a diverse
range of foods that
are eaten or avoided
on religious grounds
 Find out about
traditions of giving
thanks or fasting,
e.g. Ramadan, Lent,
Yom Kippur
 Parents sharing
information about
their own faith, linked
to foods they eat in
certain festivals;
foods eaten at
particular religious
times could be made
e.g. pancakes, hot
cross buns
(Christianity), matzos
(Judaism), barfi
(Hinduism), dhal &
chappatis (Sikhism)
 Make invitations to
invite the community
to a feast connected
with one of the faiths
 Children to put
together an
interactive display of
foods from other
faiths and cultures
e.g. kosher foods,
pancakes, etc
Theme
Personal, Social and
Emotional
development
Communication,
Language and Literary
Knowledge and
understanding of the
world
Creative Development
Clothes
 Understanding and
tolerance of dress
codes; e.g. why
Muslim girls cover
their heads, why
Orthodox Jewish girls
do not wear trousers,
why Jewish boys
wear the Kippah
 That some dress
conventions are not
connected to religion
 In role play have a
variety of clothes
from other faiths and
cultures e.g. saris
(Hindu), kippah
(Judaism), shalwar
kameez (Sikhism).
 Parents or other
family members
talking about the
clothes they wear,
showing children
how to tie a sari,
how Sikh boys and
then men wear a
pagri (turban)
 Drawings and
paintings of different
clothes linked to an
interactive display
and a variety of faiths
STORIES:
New Clothes for Alex
You’ll grow into them Titch - Pat Hutchinson
Alfie’s New Shoes - Shirley Hughes
Mrs Honey’s Ha t- Pam Adams
Silver Shoes - Caroline Binch
Maisie Dresses Up - Lucy Cousins
VOCABULARY:
Sari, kippah, shalwar kameez
Theme
Personal, Social and
Emotional
development
Communication,
Language and Literary
Knowledge and
understanding of the
world
Creative Development
Stories
 Related initially to the  A variety of stories
 With the use of ICT,  Children producing
main faiths within a
from the main
children use story
their own books,
setting to develop an
religions, e.g. the
telling programmes
retelling the faith
awareness of their
Passover story from
to retell and
stories, look at artists
own culture, then
the Jewish faith, Bible
illustrate the
from around the world
stories from a
stories from both the
different stories
which have depicted
contrasting faith and
old and new
they have heard
different religious
culture and looking at
testament, Rama and
from a variety of
stories
their own feelings
Sita from Hinduism,
faiths
and experiences from
the story of the
listening to these
Prophet Muhammad
from the Islam faith,
stories related to
Jesus and his life
from the Christian
faith
Theme
Journeys
Personal, Social and
Emotional development
Communication,
Language and Literary
Knowledge and
understanding of the
world
Creative Development
 Journeys to make
discoveries; link with
traditional tales, stories
from faiths, the nativity
from Christianity and
Rama and Sita from
Hinduism
 Introduce new
vocabulary related to
journeys such as
pilgrimage
 Children talk about
their own special
journeys they have
made, developing a
sense of awe and
enchantment , and
being encouraged to
remember names of
places accurately
 Religious shrines e.g.
 Illustrate the journeys
Jerusalem, Mecca,
people make linked to
Bodh Gaya (Buddhism)
their own faith, e.g.
Ganges, Makkah,
 How people from
Christian pilgrimage
different faiths make
these journeys, how
they have changed
over the years
STORIES:
VOCABULARY:
The Train Ride - June Crebbin
Mr Gumpys’ Outing - J Burningham
Don’t Forget the Bacon - Pat Hutchins
The Journey (available as a Storysack)
Journey, travel, tickets, church, place of worship, prepare, pack,
suitcase
Festivals
The key point is to celebrate key festivals of families and children who attend your setting. This can then be
developed by adding those festivals which are not familiar to anyone within your setting. It would not be good
practice to celebrate all possible festivals as everyone concerned would become confused. The best approach is
to celebrate individual festivals when they occur and not to do a whole theme of lots of festivals together (festivals
of light could be an exception). Common themes which can occur through the main festivals are:
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Festivals of light
Trying to do what is right
A fresh start
Family life and children
Food as part of celebrations
Dressing for the occasion
Giving to others
Special journeys
Oral traditions
Secular festivals