Religious Education

Curriculum Intent: Religious Education


Our Curriculum Drivers

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Characteristics of a Religious Scholar

  • An outstanding level of religious understanding and knowledge.



  • Understand beliefs and teachings
  • Understand practices and lifestyles
  • Understand how beliefs are conveyed
  • Reflect
  • Understand values



Threshold Concept

Key Skills

Milestone 1

Years 1 and 2

Milestone 2

Years 3 and 4

Milestone 3

Years 5 and 6

Understand beliefs and teachings
This concept involves understanding the key teachings of various religions.

• Describe some of the teachings of a religion.

• Describe some of the main festivals or celebrations of a religion.

• Present the key teachings and beliefs of a religion.

• Refer to religious figures and holy books to explain answers.

• Explain how some teachings and beliefs are shared between religions.


Understand practices and lifestyles
This concept involves understanding the day to day lives and practices of various religions.

• Recognise, name and describe some religious artefacts, places and practices.

• Identify religious artefacts and explain how and why they are used.

• Describe religious buildings and explain how they are used.

• Explain some of the religious practices of both clerics and individuals.

• Explain the practices and lifestyles involved in belonging to a faith community.


• Show an understanding of the role of a spiritual leader.

Understand how beliefs are conveyed
This concept involves understanding how books, scriptures, readings and other important means of communication are used to convey beliefs.

• Name some religious symbols.

• Explain the meaning of some religious symbols.

• Identify religious symbolism in literature and the arts.

• Explain some of the different ways that individuals show their beliefs.

This concept involves an appreciation of how religion plays an important role in the lives of some people.

• Identify the things that are important in their own lives and compare these to religious beliefs.

• Relate emotions to some of the experiences of religious figures studied.

• Ask questions about puzzling aspects of life.

• Show an understanding that personal experiences and feelings influence attitudes and actions. 

• Give some reasons why religious figures may have acted as they did.

• Ask questions that have no universally agreed answers.

• Recognise and express feelings about their own identities. Relate these to religious beliefs or teachings.

• Explain their own ideas about the answers to ultimate questions. 

• Explain why their own answers to ultimate questions may differ from those of others. 

Understand values
This concept involves an appreciation of how many people place values as an important aspect of their lives.

• Identify how they have to make their own choices in life.

• Explain how actions affect others.

• Show an understanding of the term ‘morals’.

• Explain how beliefs about right and wrong affect people’s behaviour. 

• Describe how some of the values held by communities or individuals affect behaviour and actions. 

• Discuss and give opinions on stories involving moral dilemmas.

• Explain why different religious communities or individuals may have a different view of what is right and wrong.

• Show an awareness of morals and right and wrong beyond rules (i.e. wanting to act in a certain way despite rules).



Aspirations For The Future


Here are some of the jobs you could aspire to do in the future as a Religious Scholar:

  • Vicar
  • Chaplain
  • Member of Parliament
  • Journalist
  • Advice Worker
  • Charity fundraiser
  • Youth worker

For more careers, please visit First Careers.



Through the explicit teaching of the Scholary skills, both the teachers and the pupils assess their learning continuously throughout the lesson. At the end of the unit, pupils use their Learning Passports to reflect on their knowledge and understanding. Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time.   

Pupil Voice

Foundation Stage 

"We learned about Diwali. I liked the ten headed demon!” - Finley 


“We have been learning about Caring and Sharing. I like sharing meals with everyone.” - Teddy 

“I liked learning about The Monkey King because he put his family and friends first.” - Olivia 

“When we learned about Raksha Bandhan I wrote a message for my brother. Brothers and sisters are supposed to be together.” - Amy 


“We talk about how we belong to our family, The Meadows and and clubs.” - Adam 

“We reflect on ourselves and others.” - Isabel 

“ I liked learning about Diwali. We heard the story about Rama and Sita.” - Angel 


Here is what Religious Education looks like at The Meadows:

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Disclaimer: This has been developed with reflection upon the National Curriculum (2014) and Chris Quigley’s Essential Curriculum.