Montrose School

Religious Education


At Montrose Primary School we follow the Agreed Syllabus for Religious Education in Leicester and Leicestershire Schools 2009 - 2016 (Currently  under review).  The RE syllabus has not changed with the new curriculum.  Schools must follow the syllabus agreed by their Local Authority.  RE addresses important questions about the meaning and purpose of existence and what is ultimately worthwhile and valuable in life.

These questions are important for all people, whether they are religious or not. Learning about beliefs, values and practices should encourage learners to consider their own beliefs, values and ways of living, so stimulating their personal development. Pupil's education is widened through the study of religious and other belief systems.  

The National Curriculum states the legal requirement that:

͞Every state-funded school must offer a curriculum which is balanced and broadly based, and which:

 Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of

society, and:

 Prepares pupils at the school for the opportunities, responsibilities and experiences of later life/͟


͞ll state schools/// must teach religious education to pupils at every key stage/// !ll schools must publish

their curriculum by subject and academic year online/͟

(DfE National Curriculum Framework, July 2013, page 4)

During RE lessons (1 hour p/w), the children will learn about Christianity and at least two of the other principal religions represented in the United Kingdom (Christianity, Judaism, Islam, Sikhism, Hinduism, Buddhism). This is in line with the law, which states that, religious education should have regard to the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the other principal religions represented in Great Britain.


The curriculum for RE aims to ensure that all pupils:

1. Know about and understand a range of religions and worldviews, so that they can:    Describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals. Identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews. Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.  


2. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:  Explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities.  Express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues.  Appreciate and appraise varied dimensions of religion.


3. Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can: Find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively. Enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all . Articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people͛ lives.



RE for the academic year 2017 - 2018




Christianity - Bible Stories (Old Testament), Harvest, Christmas and Nativity.

Hinduism – Festival of Diwali,

Islam – Festival of Eid al Adha

Chinese New Year

Year 1

Christianity - Bible Stories, Harvest, Christmas, Easter and Nativity.

Hinduism – Festival of Diwali,

Belonging -

Remembrance day

Year 2


What can we learn about what is special for Muslims - This unit enables pupils to begin to develop an understanding of symbols that are special to Islam and encourage pupils to question what they can learn from religious story, beliefs and practises. It provides a simple introduction to Islam for children from any religion or no religion.

Can we find the meaning of the symbols? Which food, clothes, objects and actions are linked to which religions, and what do they mean? -  This unit enables pupils to explore the signs and symbols of different faiths. They will do this by examining the belief and practices of two or more religions as well as considering their own beliefs and practices.

The Beginning of the World: What can we learn from stories Christians tell? -   This unit enables pupils to develop an awareness of a Christian creation story and be encouraged to consider and ask questions about our world today.

Who celebrates what and why? -   This unit uses material from Christianity and Islam. Easter and Eid-ul-Fitr are the focus. The theme from the syllabus covered by this unit is celebrations: how and why celebrations are important in religion and it also contributes to the theme ‘leaders and teachers’. There are opportunities to share their own beliefs, Ideas and values.

Ideas about God -   This unit introduces children to the concept central to many religions of a deity. Children are given the opportunity to explore some of the big and puzzling questions around the idea of God. They will have opportunities to study Christian and Hindu ideas about God and express their own ideas about God. The unit makes space for the ideas of children who have no belief in God.


Year 3



How does a Christian follow Jesus? - This unit enables pupils to gain a basic knowledge of the life, works and teaching of Jesus whilst considering the impact it may have on a believer. The focus is on how Christians today ‘follow’ Jesus by learning from the teachings in the Bible and applying it to their own lives.

What are the deeper meanings of our celebrations  -   This unit, aims to examine why some events, people or values are celebrated on an annual basis by believers. The focus is on how the celebration is not just a party, it is a means to the end of giving value to elements of faith held to be precious by believers, so that they might apply that value to the way they live their lives.

How is new life welcomed into the world - This unit is designed to introduce pupils to some of the different ways in which the beginning of a life is celebrated. All religions treat the birth of a new life as special and celebrate the importance of this new life in different ways. In the religions examined in this unit, God is acknowledged to have an important role in the creation and safe delivery of a new life and is thanked for the new baby.

What does it mean to be a Sikh? - This unit enables pupils to gain a basic knowledge of the life, works and teaching of Guru Nanak whilst considering the impact it may have on a believer.

Who is my neighbour?  - This unit enables pupils to think about the aspect of being human that considers the needs of fellow humans. This unit allows pupils to reflect on the responsibility humans feel to care for others.


Year 4

Hinduism – Mandir, prayer at home, Festival of Diwali, Story of Rama and Sita, Name Giving Ceremony

Christianity – Saint’s Days, New baby, the Church, Christmas, Easter, The Good Samaritan, Christian symbols

Judaism – Bar Mitzvah, things that can be seen inside The Synagogue, Plagues of Egypt story, Sabbath,

Year 5

Islam – Origins of Islam (map work), Mohammad, importance of Allah, role of the mosque, 5 pillars of Islam, prayer, festival of Ramadhan and Eid-ul-Fitr

Christianity – Origins of Christianity (map work), Bible stories, Lord’s Prayer, 10 Commandments, Birth, marriage and Death, Holy Communion, Christmas, Easter

Judaism – Origins of Judaism (maps), The Torah, Birth, marriage and death, Food beliefs - Kosher

Year 6

Judaism – Festivals of Rosh Hashanah and Yom Kippur, plans and rules of the Synagogue, Good practice behavior, Abraham, Moses (older), traditional Jewish symbols

Islam – Good practice behavior, Islamic art – calligraphy, Pilgrimage, charity, traditional Islamic sings and symbols, food beliefs - Halal

Christianity – Lent, Holy week and Easter, Plans and rules of a church, Good practice behavior, Mother Theresa, Martin Luther, Christmas




Wigston Lane, Leicester, Leicestershire

0116 2832328