RELIGIOUS EDUCATION (R.E.) PROGRESSION GRID

EYFS / YEAR1 / YEAR 2 / YEAR 3 / YEAR 4 / YEAR 5 / YEAR 6
Knowing about and understanding religions and worldviews /
  • To know that there are special stories, people, places and times. Know that these can be different for different people.
  • Know and use some religious words e.g. God, Jesus, Church
  • Re-tell the Christmas story in words, drama or pictures.
  • Know that different people have different special places. Religious people have places with have special meaning for them.
  • Identify one significant feature of a church.
  • Recognise a place of worship, church.
  • Give examples of a special occasion and suggest what makes a good celebration
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  • To name 1 religion, Christianity, and recognise the religious symbol.
-Recall some simple ideas about Christian beliefs and God and Jesus.
  • Re-tell a Christian story in words, drama or pictures.
  • Recognise some objects used by Christians at home or in a Christian place of worship and begin to suggest why they are important.
  • Recall what happens at a traditional Christian baptism and suggest what the actions and symbols mean.
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  • To name 2 religions, Christianity and Islam, and recognise the religious symbols.Know that Muslims follow Islam.
-Recall some simple ideas about Muslim beliefs about God, Allah.
  • Re-tell a story from the Muslim faith: e.g. stories connected to a festival, stories about the life of the Prophet Muhammad, stories about caring for others and the world. Begin to suggest their own ideas about the story.
  • Recognise some objects used by Muslims at home or in a Muslim place of worship and suggest why they are important.
  • Identify some ways Christians celebrate Easter and some ways a Muslim festival (e.g. Ramadan, Eid-ul-Fitr) is celebrated.
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  • To name 3 religions, Christianity, Islam and Hinduism, and recognise the religious symbols.
-Recall some simple ideas about Hindu beliefs
  • Describe some examples of what Christians do to show their faith, and make connections with some Christian beliefs and teachings.
  • Describe some of the ways in which Christians, Hindus and Muslims describe God.
  • Give examples of how and why Christians use the Bible today.
  • Describe some ways Christians say ‘God is like…’, with examples from the Bible.
  • Describe the practice of prayer in the religions studied and the similarities and differences.
  • Make connections between stories, symbols and beliefs with what happens in at least two religious festivals.
  • Identify simple similarities and differences between religions e.g. in the way festivals are celebrated, how religions describe God
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  • To name 4religions, Christianity, Islam, Hinduism and Judaism, and recognise the religious symbols.
-Recall some simple ideas about Jewish beliefs
  • Describe some examples of what Hindus do to show their faith (e.g. puja, aarti and bhajans), and make connections with some Hindu beliefs and teachings about aims and duties in life.
  • Give simple definitions of some key Christian terms (e.g. gospel, incarnation, salvation)
  • Suggest why some people see life as a journey and identify some of the key milestones on this journey.
  • Give examples of how some inspirational people have been guided by their religion.
  • Describe what happens in Christian, Jewish, and/or Hindu ceremonies of commitment and say what these rituals mean.
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  • To know that there are 6 principal religions. To name the 6 religions, Christianity, Islam, Hinduism, Judaism, Sikhism and Buddhism, and recognise the religious symbols. Know that there are 6 principal religions represented in the UK.
  • Outline clearly a Christian understanding of what God is like, using examples and evidence.
  • Clearly outline a Muslim’s understanding and beliefs about God and the Prophet Muhammad and compare to a Christian’s understanding and beliefs about God.
  • Outline Jesus’ teaching on how his followers should live.
  • Make connections between Muslim practice of the Five Pillars and their beliefs about God and the Prophet Muhammad.
  • Describe the forms of guidance a Muslim uses and compare them to forms of guidance experienced by a pupil.
  • Make connections between the key functions of the mosque and the beliefs of Muslims.
  • Know how believers feel about places of worship in different traditions and compare.
  • Give examples of how places of worship support believers in difficult times, explaining why this matters to believers.
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  • To name the 6 principal religions and recognise the religious symbols. Name and recall some non-religious views e.g. Humanism.
  • Describe some Humanist values and views and compare to Christian values and views.
  • Outline Christian, Hindu and/or non-religious beliefs about life after death.
  • Describe and make connections between examples of religious creativity
  • Describe what Christians mean about humans being made in the image of God and being ‘fallen’, giving examples.

Expressing and communicating ideas related to religions and worldviews /
  • Identify how they feel listening to a religious story.
  • Share with others something that is special to them/made them feel special e.g. person, time, story and give a reason why.
  • Expressing ideas about how to look after animals and plants.
  • Talk about people who are special to them and say what makes their family and friend special to them.
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  • Talk about ways in which stories, objects, symbols and actions are used in places of worship.
  • Know that some people believe in God. Offer their own ideas about beliefs.
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  • Recognise that sacred texts contain stories which are special to many people and should be treated with respect.
  • Identify how religious people feel when celebrating a festival.
  • Identify and respond sensitively to some similarities and differences between religions.
  • Express their own ideas and opinions.
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  • Suggest why having a faith or belief in something can be hard.
  • Give reasons why being a Christian in Britain today is a good thing and why it might be hard sometimes.
  • Share how they help others and compare this to the actions of Christians in helping others as well as people of other faiths and beliefs.
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  • Give reasons why being a Hindu in Britain today is a good thing and why it might be hard sometimes.
  • Share how they help others and compare this to the actions of Hindus in helping others as well as people of other faiths and beliefs.
  • Discuss their own and others’ ideas about how people decide right and wrong.
  • Suggest reasons why marking the milestones of life are important to Christians, Hindus and/or Jewish people.
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  • Give examples in ways in which believing in God is valuable in the lives of Christians and ways in which it can be challenging.
  • Express thoughtful ideas about the impact of believing or not believing in God on someone’s life.
  • Use the interpretations of two of Jesus’ parables and say what they might teach Christians about how to live.
  • Select and describe the most important functions of a place of worship for the community
  • Describe and reflect on the significance of the Holy Qur’an to Muslims
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  • Outline the challenges of being a Hindu, Christian or Muslim in Britain today.
  • Express ideas about how and why religion can help believers when times are hard, giving examples.
  • Suggest reasons why it might be helpful to follow a moral code and why it might be difficult, offering different points of view.
  • Show understanding of the value of sacred buildings and art.
  • Suggest reasons why some believers see generosity and charity as more important than buildings and art
  • Express their own ideas about some big moral concepts (e.g. fairness, honesty) and compare them with the ideas of others, with sensitivity.

Gaining and deploying skills for studying religions and worldviews /
  • Listen to other children’s ideas and thoughts.
  • Use appropriate words to talk about their feelings when visiting a church.
  • Listen to and answer a question about a Christian story (e.g. Christmas)
  • Talk about what people do to mess up the world and what they do to look after it.
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  • Be respectful to others who have different beliefs.
  • Ask good questions during a school visit about what happens in a church.
  • Talk about the message of religious stories to do with good and bad, right and wrong.
  • Describe some of the ways in which people use music in worship, and talk about how different kinds of music makes them feel.
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  • Ask questions about stories about Christian and Muslim festivals.
  • Suggest their own ideas about stories from sacred texts.
  • Ask and suggest answers to questions arising from stories Jesus told and from other religions.
  • Say why the objects and traditions at the religious celebrations studied are important to believers.
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  • Begin to make connections between the religions studied, identifying some similarities and differences.
  • Make connections between stories in the Bible and what Christians believe about creation, the Fall and salvation.
  • Ask questions and suggest some of their own responses to ideas about God.
  • Ask questions and give ideas about what matters most to believers in festivals (e.g. Easter, Eid)
  • Identify how and say why it makes a difference in people’s lives to believe in God.
  • Make connections between what people believe about prayer and what they do when they pray.
  • Explore and suggest ideas about what is worth celebrating and remembering in religious communities and in their own lives.
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  • Discuss their own ideas and views and start to draw upon the ideas and views of others.
  • Make connections between some of Jesus’ teachings and the way Christians live today.
  • Give example of ways in which religions give rules for living and suggest/identify ways in which they might help believers with difficult decisions.
  • Discuss their own and others’ ideas about why humans do bad things and how people try to put things right.
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  • Present their own and different points of view.
  • Present different views on why people believe in God or not, including their own ideas.
  • Explain the impact Jesus’ example and teachings might have on Christians today.
  • Express their own understanding of what Jesus would do in relation to a moral dilemma from the world today.
  • Present ideas about the importance of people in a place of worship, rather than the place itself.
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  • Appreciate, appraise and evaluate their own views and beliefs as well as those of others, with sensitivity.
  • Explain some similarities and differences between beliefs about life after death. Explain why Christians and Humanists have different ideas.
  • Apply ideas about values and from scriptures to the question ‘Is it better to express your religion in art and architecture or in charity and generosity?’
  • Make connections between belief in ahimsa, grace and Ummah, teachings and sources of wisdom in the three religions.
  • Consider and evaluate the similarities and differences between beliefs and behaviour in different faiths.