We teach religious education and not religious instruction so children are taught to think about religion but are not told what to think.

Spiritual and social education also happens throughout the day. Teachers make use of situations that arise to help children learn about themselves and their world.

We are fortunate that our school is a multi-ethnic community. The children have many opportunities to learn about each other’s faiths and cultures. We share traditions and festivals such as Christmas, Eid, Diwali, Chinese New Year, considering particularly the family and community aspects of the occasions.

Religious Education is taught in school as laid down by the Education Reform Act. We follow the Sheffield Local Education Authority ‘Agreed Syllabus of Religious Education’ – a handbook compiled by the Standard Advisory Council of Religious Education in Sheffield (SACRE). This document stresses developing children’s understanding of the diversity of religious beliefs and the values common to all world religions.

Here are our ‘I Can’ statements which we use to plan and monitor the teaching of R.E.

“I can” statements:

I can …Year 1Year 2/ Year3Year 4/ Year 5Year 6
Thinking about religion and beliefI can retell important parts of stories from different religions

I can talk about symbols, art, dance and music in RE

I can use the correct names and words when I talk about my learning in RE
I can retell stories that teach us something 

I can retell stories from different religions

I can say how people show what they believe in different religions

I can find some things which are the same and some that are different about the religions and beliefs I have learned about
I know that some stories affect the way some people behave

I know that what people do in their lives can be affected by what they believe

I can say what is the same and what is different between different religions and beliefs
I can see how questions, beliefs, values and actions are linked

I can describe how people’s beliefs and actions affect individuals, groups and communities

I can describe similarities and differences within and between religions and beliefs
Enquiring, investigating and interpretingI can say what I find interesting in my learning

I can ask questions about things that puzzle me in RE

I can name some symbols in the religions that I have learnt

I can name some other ways that people express their beliefs and feelings
I know that some questions about life are difficult to answer

I can ask questions about what happens to others and how it makes them feel

I can think about things that happen to me and show how they make me feel

I can tell what symbols mean and the way people show their religious belief
I can find out different things about religions and beliefs and I can compare them

I can ask important questions about religions and what people believe

I can describe symbols and use this to say what they might mean for people

I can describe ways people show their religious beliefs and what they might mean
I can research and organise ideas about religions and beliefs

I can ask questions during my research

I can sue my research to suggest answers to these questions

I can sue correct vocabulary to suggest meaning for different ways in which people show their religious beliefs
Reflecting, evaluating and communicatingI can talk about things that have happened to me and how these made me feel

I can say what is important to me

I can say what is important to someone else
I can listen respectfully to what happens to other people and ask thoughtful, imaginative questions about their feelings

I can answer carefully when others ask me questions what happens to me and how I feel

I can give a reason why something is important to me

I can give a reason why something is important to someone else
I can say what/who inspires me, how these influence me

I can compare what I think and feel is important to what others think and feel is important

I can give reasons to describe what is important to me

I can compare my reasons with those of others

I can link what people think is important to what they believe and how they behave
I can describe how sources of inspiration and influence can make a difference to myself and others

I can sue my learning about religions and beliefs and think about how it affects my own life and the lives of others

I can suggest what might happen as a result of my actions and attitudes and those of others