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RE Curriculum


Religious education provides a safe space for children to develop their understanding of people, cultures, faiths and relationships. RE at Trinity will enable our pupils to gain a coherent understanding of religion and worldviews, preparing them for life in twenty-first century Britain. RE at Trinity follows the Devon and Torbay Agreed Syllabus (2019), which states the principle aim of RE:

“to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.”

RE contributes dynamically to children’s education by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. In RE, children learn to develop and express their insights and agree or disagree respectfully.

In RE, our children at Trinity will be taught to:

  • make sense of a range of religious and non-religious beliefs
  • understand the impact and significance of religious and non-religious beliefs
  • make connections between religious and non-religious beliefs, concepts, practices and ideas


Our children will be provided with high-quality learning opportunities, organised into systematic units of study through the Agreed Syllabus. The emphasis is on helping pupils to develop a coherent understanding of several religions by studying one religion at a time, before comparing different traditions in thematic units.

Understanding Christianity resources are used by teachers when planning Christianity units. These resources address questions that are central to the Christian faith. Pupils are encouraged to explore key biblical texts, examine the impact for Christians and consider possible implications. Christianity units account for half of the curriculum time for RE.

The following units of study are taught at Trinity:


F1 Why is the word ‘God’ so important to Christians?

F2 Why is Christmas special for Christians?

F3 Why is Easter special for Christians?

F4 Being special: where do we belong?

F5 Which places are special and why?

F6 Which stories are special and why?

Key Stage One

1.1 What do Christians believe God is like?

1.2 Who do Christians say made the world?

1.3 Why does Christmas matter to Christians?

1.4 What is the ‘good news’ Christians believe Jesus brings?

1.5 Why does Easter matter to Christians?

1.6 Who is a Muslim and how do they live? [Double unit]

1.7 Who is Jewish and how do they live? [Double unit]

1.8 What makes some places sacred to believers?

1.9 How should we care for others and for the world, and why does it matter?

1.10 What does it mean to belong to a faith community?

Lower Key Stage Two

L2.1 What do Christians learn from the Creation story?

L2.2 What is it like for someone to follow God?

L2.3 What is the ‘Trinity’ and why is it important for Christians?

L2.4 What kind of world did Jesus want?

L2.5 Why do Christians call the day Jesus died ‘Good Friday’?

L2.6 For Christians, what was the impact of Pentecost?

L2.7 What do Hindus believe God is like?

L2.8 What does it mean to be Hindu in Britain today?

L2.9 How do festivals and worship show what matters to Muslims?

L2.10 How do festivals and family life show what matters to Jewish people?

L2.11 How and why do people mark the significant events of life?

L2.12 How and why do people try to make the world a better place?

Upper Key Stage Two

U2.1 What does it mean if Christians believe God is holy and loving?

U2.2 Creation and science: conflicting or complementary?

U2.3 Why do Christians believe Jesus was the Messiah?

U2.4 How do Christians decide how to live? ‘What would Jesus do?’

U2.5 What do Christians believe Jesus did to ‘save’ people?

U2.6 For Christians, what kind of king is Jesus?

U2.7 Why do Hindus want to be good?

U2.8 What does it mean to be a Muslim in Britain today?

U2.9 Why is the Torah so important to Jewish people?

U2.10 What matters most to Humanists and Christians?

U2.11 Why do some people believe in God and some people not?

U2.12 How does faith help people when life gets hard?



Our RE curriculum at Trinity is designed to equip pupils with systematic knowledge and understanding of a range of religions and beliefs. The impact of our RE curriculum can be measured in the following ways:

  • We use RE Class Books to demonstrate the learning that has taken place through pupil comments, photos and work produced by pupils. Children in Year 2 and up also have an RE journal.
  • Teaching and learning may also be evidenced on Tapestry in the form of photos and videos.
  • Teachers make use of formative assessment to move learning forward during RE units. Summative assessment is recorded on Insight at the end of each unit.
  • Children speak confidently about their learning in RE (verbal feedback and pupil conferencing).

Religious Education at Trinity

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