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RE

As a church school, RE and worship are fundamental to our school's ethos. The majority of 
our parents choose our school because of this. Our school values are Christian values, with our
 overarching value of Respect and Reverence underpinning life in our school. We nurture the 
faiths of all our children, ensuring they all learn about religion (including all the main world 
religions) and from religion - learning to act out the expected values on a day to day basis. 
Christianity is at the heart of our school and is embraced in our school motto: Believe and 
Achieve! 

The tables below outline the list of RE "I Can" Statements fpr each year group. These are 
targets for each child'slearning about religion and from religion.

Saints

Each class will find out about their own Saint at the beginning of the Autumn Term

Unit AT 1 - Learning About Religion AT 2 - Learning from Religion
Saints L1: I can remember my class saint 
and talk about him or her
L1: I can talk about what I find interesting 
or puzzling about our saint
  L2: I can say what makes my class
saint special and explain what he 
or she is patron of and suggest 
why 
L2: I can think of a question I or someone 
else might have about our saint and can 
explain what our saint’s Christian deeds 
mean to me
  L3: I can describe what it means 
to be saint
L3; I can talk about how a saintly quality 
I have learnt about affects a personal 
quality I would like to have.
  L4: I can choose a saint and say 
how Christianity made a 
difference to their life
L4: I can talk about a quantity of the saints 
I have studied which is an inspiration to me 
and why.
  L5: I can explain the impact a 
saint has had on the
lives of individuals or a community
L5: I can explain some of the challenges of 
aspiring to saintly qualities.

 

Reception
Unit AT1 - Learning About Religion AT1 - Learning From Religion
What makes us special?The lost sheep. Jesus claming the storm L1: I can remember a Christian story and talk about it L1: I can talk about something about me that the story reminded me of.
God's wonderful world L1: I can talk about God loving and caring for the world he made. L1: I can talk about caring for all living things
What makes a place special? Visit to church, Christian Symbols L1: I can say some of the things that happen in the church L1: I can talk about how what I saw, felt, heard and smelt visitng the church and how it made me feel.
Creation/St Francis L1: I can recall key events of the creation story L1: I can talk about what I find most amazing in the creation story.
Christmas - "Birthdays" Celebrations L1: I can talk about my own birthday and talk about the Nativity Story L1: I can talk about how I felt taking part in the School Chrismtas play
Right and Wrong - The Good Samaritan L1: I can say some of the things I learnt that are important for Christians L1: I can talk about a rule I think is important
Easter "New Life" - Easter Story L1: I can talk about the Easter Story  L1: I can talk about what Easter means to people and what is means to me
Noah - Who built the Ark? L1: I can recall the key events of the story of Noah L1: I can talk about why God flooded the world and why the Rainbow is an important symbol.

 

Year 1

Unit AT1 - Learning About Religion AT2 - Learning from Religion
Easter Symbols - Focus Good Friday

L1: I can use words like cross, Easter day and Easter Eggs

L2: I can talk about the use of Easter Eggs in different Christian traditions

L1: I can talk about why Christians celebrate Easter and why I celebrate Easter

L2: I can talk about what matters to me about Easter and what matters to other people about Easter

Christmas - The Christian Festival

L1: I can talk about why the Nativity story is told at Christmas

L2: I can talk about another Christian festival or a festival from another faith and say what is similar

L1: I can talk about why Christians celebrate Christmas

L2: I can talk about what Christmas means to me and to other people

David

L1: I can say one way that David kept close to God

L2: I can talk about another Christian festival or a festival from another faith and say what is similar

L1: I can talk about why Christians celebrate Christmas.

L2: I can talk about what Christmas means to me and to other people.

Sharing - Feeding of the 5000, The poor widow

L1: I can talk about what sharing means from a Bible story.

L2: I can talk about some of the things about sharing that are the same for different religious people.

L1: I can talk about why it is important to share.

L2: I can think of some things that happen when people do not 
share.

Baptism - Visit Church

L1: I can say what the water, cross and the candle stand for in baptism.

L2: I can say what the water, cross and the candle mean.

L1: I can talk about why 
Christians get baptised.

L2: I can talk about what Baptism (or thanksgiving, or naming, or welcoming) means to me and to other people

Jesus growing up an introduction to Judaism - Presentation of Jesus in the Temple

L1: I can say “that is the Bible, that is the Torah.” 

L2: I can talk about Shabbat.

L1: I can talk about things that mattered to Jesus as a child and things that matter to me.

L2: I can talk about the religious practices Jesus was brought up to know and take part in and 
compare them with the religious or special practices my family are committed to

Prayer - The Pharisee and the Tax Collector

L1: I can talk about what it means to pray.

L2: I can recall types of
prayer: thank you, sorry, asking

L1: I can talk about my own experiences of praying.

L2: I can think of a question I or someone else might have about prayer.

Who am I? What is my Community? - The Prodigal Son (read but covered in more depth in Year 2)/ The 10 Commandments (refer back to the Lost Sheep in Recpetion)

L1: I can say some of the things I would expect to find in a 
Christian community

L2: I can talk about some of the things that are the same for all
communities.

L1: I can talk about how my community helps me.

L2: I can ask other people what their community means to them and how they play their part.

 

Year 2

Unit AT1 - Learning About Religion AT2 - Learning from Religion
Easter in Church - Ash Wednesday/Lent

L1: I can recognise symbols, pictures 
and artefacts which relate to Lent and Easter.

L2: I can say what the above stand for.

L3: I can use religious words to describe the meaning of the above.

L1: I can talk about a special thing 
I remember from visiting the church and how I plan to celebrate Easter.

L2: I can ask the person who shows us round the church what will happen in church on Easter Sunday and what it would be like being there.

L3: I can compare my feelings about Easter and about visiting the church with those of my friends and the person who led our visit.

Christmas - Light - Christingle

L1: I can recognise the symbols 
represented by a Christingle.

L2: I can say what Christingle symbols stand for

L3: I can use religious words to 
describe the meaning of the 
symbols.


L1: I can talk about what I find 
interesting or puzzling about the 
Christingle.

L2: I can think of a question I or 
someone else might have about one of the symbols.

L3: I can explain what the Christingle symbols mean to me personally and compare my thoughts with those of other people.

The Local Church

L1: I can name the special things I saw on the visit to church.

L2: I can talk about the things 
that happen in church, say what is special about them and why they happen there.

L3: I can describe some of the same things that Christians and people from other religions do and talk about something which is different

L1: I can talk about the things that I saw on the visit which are special to Christians and which are special to me.

L2: I can ask the vicar a question about his job and his church.

L3: I can talk about my feelings and listen to others’ feelings about belonging to a church or worshipping there (or at another place of worship). 

Joseph

L1: I can recall the main points of God's plan for Joseph's life.

L2: I can retell the story and say what it means for someone who believes in God.

L3: I can describe some of the things that a believer might learn from the story.

L1: I can talk about something that has happened to me which the story reminded me of.

L2: I can say how lessons from Joseph’s story can help me handle things (eg jealousy, hardship, leadership, forgiveness).

L3: I can talk about my feelings and listen to others’ feelings on the above. 

Noah - Who built the Ark?

L1: I can recall the main points of God‘s plan for Noah.

L2: I can retell the story and say what it means for someone who believes in God.

L3: I can describe some of the things that a believer might learn from the story

L1: I can talk about what I find interesting or puzzling about the story.

L2: I can think of a question I or someone else might have about it.

L3: I can think of some answers to the questions and compare with others

Jesus the Teacher - The Lost Sheep (refer to work in Reception) / The Prodigal Son reger to work in Year 1

L1: I can talk about The Lost Sheep or The Prodigal Son.

L2: I can say what Christians learn about God from these stories.

L3: I can describe what Christians learn form these stories.


L1: I can talk about what it felt like when I got lost then someone found me/ did something wrong and was sorry.

L2: I can ask people in the stories “what was it like to feel…...”

L3: I can compare things I have felt with the feelings of the characters in the stories.

The Lord's Prayer Zacchaeus

L1: I can recall key words of the prayer

L2: I know what one of the following mean for someone who believes in God: Our Father, Kingdom, temptation, sin, power

L3:  I can describe the above in greater depth


L1: I can say what I think about the Lord’s Prayer.

L2: I can think of a question I orsomeone else might have about it.

L3: I can think of some answers to the questions and compare with others.

Learning about Islam

L1: I can say “That is The Qur’an, that is a Muslim using a prayer mat” when my teacher shows me pictures.

L2: I can talk about how Muslims and Christians pray and about their holy books and make simple comparisons.

L3: I can describe some differences and similarities in the way Muslims and Christians pray and in their holy books.

L1: I can talk about what interested me and puzzled me.

L2: I can say what prayer means to me and ask questions about what prayer means for a Muslim.

L3: I can compare my personal religious ideas and experiences about prayer and worship with those of others.

 

Year 3

Unit AT1 - Learning About Religion AT2 - Learning From Religion
Easter Events - focus on the events fo Holy Week, Stations of the Cross

L2: I can retell the Easter story and say some things that people believe.

L3: I can describe what is important about Easter for Christians.

L4: I can explain some of the different ways groups of people in the Easter narrative acted and responded to events.

L2: I can pose some questions to ask the characters in the role plays of the story about how they felt.

L3: I can role play/talk/write about a situation I have experienced when I felt like (name of one of the disciples/onlookers).

L4: I can explain what the above feltlike and, thinking about the characters in the Easter story, consider how I might react differently another time. 

Christmas Gifts

L2: I can say why Christians give presents at Christmas.

L3: I can describe some of the things that are the same and different for people at Christmas depending on their religion.

L4: I can describe the symbolism of the wise men’s gifts.

L2: I can talk about what is important to me and to other people in giving gifts.

L3: I can imagine myself as a wise man and describe the gift I would give.

L4: I can express my own ideas about the rights and wrongs of the present and card giving people do at Christmas.

Jesus the Healer - Jesus healing the Blind Man, Jairus' daughter and Jesus healing a deaf man

L2: I can retell a story of Jesus healing and what people believe by it.

L3: I can describe how Christians believe Jesus performed healing miracles and his power is still at work today.

L4: I can show how Christians’beliefs in Jesus’ miracles and healing influence their lives.

L2: I can put questions to one of the people Jesus healed to find out how they felt about it.

L3: I can compare what it must have been like for one of the people Jesus healed, with my own views about miracles and healing.

L4: I can discuss what it means to trust in the power of an unseen God.

Christian Symbolism - Moses and the burning bush

L2: I Know some Christian Symbols

L3: I can write a glossary ofChristian symbols.

L4: I can explain the meaning of the Christian symbols studied

L2: I can understand the actions used with water as a symbol

L3: I can find out and compare others views on baptism.

L4: I can compose an imaginary interview with a devout Christian, focusing on the importance of symbolism to them.

Jewish Festivals

L2: I can talk about a Jewish Festival

L3: I can describe what Jewish people celebrate at Passover, Sukkot and Purim

L4: I can explain how they celebrate and the meaning behind the things that take place.

L2: I can say what a Christian festival means to me.

L3:  I can choose one of the truths that are celebrated in the festivals studied and make comparisons with a truth which is of personal importance to me.

L4: I can pose some questions peoplemight have about the truths celebrated and how I might answer them.

The Jewish way of life

L2: I can talk about how Jews and Christians pray and their Holy book and make simple comparisons.

L3: I can identify and explain some similarities and differences between Christianity and Judaism.

L4: I  can describe the ways in which the Torah is used and valued at home and in the Synagogue

L2: I can say what prayer means to me and ask questions about what prayer means to Jews.

L3: I can compare what I learnt about an aspect of the Jewish way of life (e.g. Shabbat, Bar Mitzvah) with things that influence what I think and say and do.

L4: I can say what challenges me about the Jewish way of life and what I have learnt from it for my own life.

Jonah

L2: I can retell the story and know that it comes from the Old Testament.

L3: I can explain what believers learn about God from Jonah's story.

L4: I can use the story of Jonah to explain the process of doing wrong, repenting and obeying

L2: I can pose some questions I would ask Jonah.

L3: I can role play/talk/write about a time I felt like Jonah.

L4: I can discuss why Christians view God as a God of love and how this affects their choices in life.

 

Year 4

Unit AT1 - Learning about Religion AT2 - Learning from Religion
Easter People - The Last Supper

L3: I can describe the Christian practice of commemorating the Last Supper, using the words: altar, Holy Communion or Eucharist/Mass, chalice, paten.

L4: I can describe the importance of Communion/Eucharist/Mass for a practising Christian.

L3: I can talk about how to behave in relationships using examples from the account of the Lord’s Supper.

L3: I can express my own views of Easter concepts on behaviour, eg guilt, forgiveness, betrayal, loyalty.

Christmas Journeys

L3: I can make connections between one of the journeys in the Christmas story and the way Christians celebrate Christmas.

L4: I can explain how a Christian might apply the message of the journeys to their life. 

L3: I can pose questions and suggest my answers in relation to aspects of the Nativity narrative which are difficult to understand.

L4: I can retell parts of the story from my own point of view and make comparisons with someone who has another point of view.

The Muslim way of Life

L3: I can describe some of the things that are the same and different for Muslims and Christians

L4: I can compare the ways Muslims and Christians learn about their faith and the ways they worship

L3: I can make comparisons between a specific aspect of Muslim family celebration or worship and my own.

L4: I can discuss how the things that are important to a Muslim affect their values, attitudes and choices and compare with my own faith or communities

What Muslims Believe - Visit Mosque

L3: I can describe what the 5 pillars of Islam stand for

L4: I can draw some comparisons between the 5 pillars of Islam and Christian beliefs and teachings.

L3: I can choose one of the 5 pillars, say why a Muslim will observe it and make comparisons with own religious or non religious values and commitments.

L4: I can express my own ideas and give examples about the values of having specific religious commitments such as the 5 pillars of Islam.

Moses as a Leader

L3: I can describe what Christians, Jews and Muslims might learn from the story of Moses.

L4: I can choose one of the events in Moses’ life and explain its significance for a believer 

L3: I can explain a difficult situation Moses was in and how I might learn from it in my life.

L4: I can list some important qualities Moses had and what I can learn from them.

Jesus Parables - Parable of the Talents, Parable of the Sower, Parable of the Great Feast, Parable of the Unforgiving Servant, Parable of the Pharisee and the Tax Collector

L3: I can recall a parable Jesus taught and describe its interpretation.

L4: I can recognise the purpose ofJesus’ teaching by parables and explain with reference to one parable in particular.

L3: I can apply the teaching of a parable to a present day situation I have experienced.

L4: I can suggest some lessons I and other people draw from Jesus’ parables. 

 

Year 5

Unit AT1 - Learning About Religion AT2 - Learning From Religion
Easter Contrasts - reflection on the death and resurrection of Jesus and how this affects Christian belief about life and death

L3: I can say why the resurrectionis important to Christians.

L4: I can say how Jesus’ resurrection affects Christians’ views on life and death.

L5:I can draw similarities and comparisons betweendifferent people’s views on life and death.

L3: I can express some things I would want people to rememberme for.

L4: I can reflect on the words I would want on my epitaph and those others have chosen.

L5: I can discuss views on life and death. 

Christmas People

L3: I can describe the key events of the Nativity story for a Christian believer.

L4: I can describe themeaning of one of those events for a Christian.

L5:I can suggest reasons for the similarities and differences in accounts of the Nativity.

L3: I can show understanding of the emotions of a character in the narrative and how I mightlearn from them.

L4: I can choose a character and explain how I might learn from them.

L5: I can compose an interview with one of the characters, discussing how they felt about their experiences and the choices they made, posing questions and suggesting the character’s answers.

Communication - God communicating through the prophets in the Old Testament, God used angels to give messages to people, Christians hear about the messages of Jesus' teaching and how they are communicated in churches

L3: I can describe from the Bible ways in which God communicates with Christians.

L4: I can explain how Christians communicate with God in church.

L5: I can compare the ways Christians and Muslimscommunicate with God and reasons for the similarities or differences.

L3: I can pose questions and suggest answers about how God communicates with Christians today, including my own view.

L4: I can give a reasoned explanation for the above. 

L5: I can express the reasons a religious person might have for seeking to communicate with God and believing that God communicates with them.

Prayer & Worship

L3: I can describe what Christians believe about prayer.

L4: I can explain the meaning of HolyCommunion and say various ways it is celebrated.

L5:I  can discuss some of the similarities and differences in the ways Christians and Muslims pray and worship, suggesting reasons.

L3: I can identify what I think matters about prayer and worshipand discuss with others.

L4: I can ask questions and suggest reasons why people pray and worship in certain ways and relate them to my own experiences.

L5: I can talk about what inspiresa Christian or Muslim to pray and worship and relate this to things that inspire me.

Creation - Compare Christian, Judaism and Muslims stories of creation

L3: I can describe key teachings from Christianity, Judaism and Islam about human responsibility for the natural world.

L4: I can explain some similarities in the above teachings.

L5: I can choose a religious practice fromand explain how it relates to that religion’s beliefs and teachings about creation

L3: I can express how either I or someone of a particular religion could be “A steward of creation”.

L4: I can suggest the positive effect the commitments expressed above could have onsociety or the environment.

L5: I can compare the impact ofbeing a steward of creation asdefined above with the result of inaction/apathy.

Miracles

L3: I can describe what a Christian mightlearn from one of Jesus’ miracles.

L4: I can say what the concept of a miracle means to a Christian believer.

L5: I can explain the importance a belief in miracles has to the Christian faith.

L3: I can take a reasoned part in discussing “do miracles happen?”

L4: I can say how believing in God’s miracles might affect a Christian.

L5: I can give my own definition of a miracle and say how it relates to my understanding of truth and religious belief. 

Learning about Sikhism - Visit Sikh Gurdwara


L3: I can describe one of the teachings of Sikhism from the Gurus.

L4: I can explain the importance of Guru Granth Sahib and the Gurdwara in a Sikh’slife

L5: I can suggest reasons for somesimilarities and differences between the ways a Sikh and a Christian might worship.

L3: I can pose questions and suggest answers form Sikhism and Christianity about how people communicate with God.

L4: I can ask questions about what it means to belong to a religion and suggest answers that a Sikh might give and that I wouldgive.

L5: I can express(by writing, drawing, talking, drama) some decisions that people have tomake about what is true and right when they make a commitment to belong to a religion.

 

Year 6

Unit AT1 - Learning About Religion AT2 - Learning from Religion
Easter Good & Bad - investigating Gospel sources of the Easter Narrative (Spring 2)

L3: I can make comparisons between the actions of different groups of people in the Easter narrative.

L4: I can give reasons forthose differences.

L5: I can describe the impact Jesus’ final week on earth had on people at the time and make connections with how Christians relate to Jesus today.

L3: I can express what I learn from two contrasting groups of people in the Easter narrative and make application to my own thoughts and actions.

L4: I can express what I think is important about Easter for me and other people today.

L5: I can listen to different points of view about what can be learnt about Easter for today.

Christmas Then & Now - Learning from the Christmas narrative in particular the challenges it presents for the care of refugees and the homeless

L3: I can show understanding of how the Christmas narrative challenges Christians to care for the homeless and refugees.

L4: I can explain how a Christian charity demonstrates care.

L5: I can describe some of the ways various Christian charity groups can make a difference to the lives of individuals and communities.

L3: I can talk about how an understanding of Christian care may affect my attitudes as I prepare for Christmas.

L4: I can record a real or imaginary interview with a Christian involved in caring for the needy.

L5: I can explain what inspires and challenges me from the above.

Pilgrimage

L3: I can describe some of the things that are the same and different about why a Muslim might go on pilgrimage and why a Christian might go on a pilgrimage.

L4: I can compare whatpilgrimage means to a Christian and to a Muslim and the reasons people go on pilgrimages (link to AT2 Level 3).

L5: I can describe the difference going on Hajj or visiting a place of Christian pilgrimage might make to a Muslim or Christian’s life.

L3: I can give my own definition of pilgrimage

L4: I can express my own ideas about the value of going on a pilgrimage

L5: I can ask peers and Christian and Muslim believers questions about what they would gain from going on a pilgrimage and suggest answers that relate to my own life.

Peace - Ghandi, Martin Luther-King, Amnesty International

L3: I can use religious words to describe some of the different ways in whichpeople show their beliefs.

L4: I can express religious beliefs in arange of styles and words used by believers and suggest what they mean.

L5: I can use a wide religious vocabulary in suggesting reasons for the similarities and differences in forms of religious expression found within and between religions.

L3: I can ask important questions about life and compare my ideas with those of other people.

L4: I can ask questions about the meaning and purpose of life and suggest a range of answers which might be given by me as well as members of different religious groupsor individuals.

L5: I can ask questions about the meaning and purpose of life and suggest answers which relate to the search for truth in my own and others’ lives

Pentecost

L3: I can describe what Christians believe about the Holy Spirit

L4: I can explain the meaning of Pentecost and say various waysit is celebrated

L5: I can discuss some of thedifferent ways Christians seethemselves as “witnesses” from Acts 1:8.

L3: I can identify a value that matters to me and compare it with one of the fruits of the Holy Spirit.

L4: I can explain how the fruit of the Holy Spirit can influence a person’s life.

L5: I can describe a challenge a Christian might face in demonstrating the fruit of the Holy Spirit.

Rules - A bridging unit for Yer 6 (Gifted & Talented or extension activities)

L3: I can describe some of the things that are the same and different of different religions (or none)

L4: I can compare a secular and a religious creed

L5: I can explain the differences between a secular and a religious creed

L3; I can express my own beliefs/values/principles for living

L4: I can explain why the above matter to me

L5: I can explain how the beliefs/values/principles for living that matter to me link with religious beliefs and values.

Hinduism (Mini unit), Link to Divali Autumn 2 link science light and shadows - Visit Hindu Manir

L3: I can choose one of the Hindu deities and describe what theystand for.

L4: I can explain whyand how Hindus worship.

L5: I can suggest reasons for somesimilarities and differences between the ways a Hindu and a Christian might worship

L3: I can pose questions and suggest answers from Hinduism and from Christianity and from my own experience about how people communicate with God.

L4: I can suggest reasons why a particular deity might help a Hindu in aparticular situation. I can say how and where I would seek help in that situation.

L5: I can express the reasons a Hindu might have for using murti and relate these to my personal experiences of worship

Faith in Action - William Booth founder of the Salvation Army, Mother Teresa

L3: I can describe howfaith influenced the people studied

L4:  I can make somecomparisons in the practice and outworking of the faith of those studied

L5: I can explain the effect of the workof one of those studied on a a religious community 

L3:  I can identify a practical way of putting faith into action today

L4:  I can suggest how by putting faithinto action would affect my community

L5: I  can discuss my own and others’ ideas on the above expressing what is important to me and respecting what is important to others

The Christian Community

L3: I can name and describe characteristics of a Christian community

L4: I can explain the terms body, cornerstone and church when talking about the Christian community

L5: I can discuss some of the similarities and differences in thechurch and the school community referring to peoples’ religious commitments

L3: I can identify what I think matters about being a member of a religious community.

L4: I can recognise the characteristicsof a Christian community in my school and produce ideas for telling others about them

L5: I can talk about what helps a member of a Christian or other faith community in times of difficulty and relate this to things that help me.