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  • Amberley Primary School,
  • East Bailey,
  • Killingworth,
  • Newcastle-upon-Tyne,
  • Tyne and Wear, NE12 6SQ
  • Mrs Ros Douglas, Office Manager
  • Mrs Kath Lumsden, Admin Assistant

Religious Education at Amberley


 Amberley Primary School


Religious Education Statement


At Amberley Primary School, we follow the North Tyneside Syllabus for Religious

Education. We encourage children to use and develop their skills in RE and to participate in critical thinking. We aim to ensure that the RE curriculum is challenging, dynamic and relevant to pupils of all ages. Children are taught to understand and respect the importance of religious beliefs in the world around them; including Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism. 

Through RE we encourage pupils to learn from these different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. We challenge pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, equality, belief, faith and ethics and to communicate their responses.


At Amberley, we encourage pupils to develop their sense of self-worth, identity and belonging. Our aim is to enable pupils to flourish individually within their own communities and as citizens in a plural society and global community. We believe Religious Education has an important role in preparing our pupils for adult life, employment and lifelong learning.


We encourage our pupils to develop respect for, sensitivity to and acceptance of others, in particular those whose faiths and beliefs are different from their own. Through teaching RE we aim to promote discernment and enable pupils to combat prejudice and racism, ensuring our children are able to function well within a modern, multicultural and democratic Britain.



                                  Mrs Amy  Greener and Mrs Elizabeth Lloyd

                                    R.E. Subject leaders Spring Term 2019



Religious Education Policy 2018-19



At Amberley Primary School we strive to help the children to have respect for each other and show tolerance and value for the beliefs of others. We provide a happy stimulating environment rooted in Christian values where all children are cared for and spiritually, morally, intellectually, physically, socially and emotionally and where all are valued as individuals. We believe that Religious Education provides an opportunity to celebrate and show awareness of differences within our school and the wider world. It is a subject that celebrates diversity and challenges stereotypes.



It is the aim of Amberley Primary School

· That the curriculum for Religious Education will encompass the values of Christianity in such a way that the children's development, spiritually, morally, socially and culturally will be enhanced fully.

· That all children form their own opinions about religious beliefs and customs and that they develop an understanding and tolerance of people who hold a strong faith.

· That children enjoy learning about religion because it is taught in a stimulating and interesting way that arouses their curiosity and develops positive skills and attitudes.

· That children develop a sense of awe and wonder about the world around them.

· To help pupils understand some of the impact of religion throughout the world, it’s influences on the lives of individuals and communities and its effect on the cultural diversity of their own and other societies both presently and in the past.

· To help pupils develop their social and moral development by encouraging a positive attitude and valuing the beliefs of others, however different from their own.


The aims will be met by:

· Teaching the children about Christianity

· Teaching the children about some other world religions

· Enable the children's personal development to be enhanced by their knowledge, skills and understanding of RE.

· To create an ethos in Amberley Primary School in which high standards of good behaviour are based on sound values.

· Following North Tyneside Agreed Syllabus for R.E.



The policy has been devised to ensure that all pupils, regardless of gender, culture or ability are able to learn about R.E. without fear of indoctrination. In P.S.H.C. E. /R.E. lessons children celebrate diversity. They are encouraged to respect and value the abilities and contributions of all members of the school and wider community. Parents have the right to withdraw their children from religious education lessons and collective worship. During these times the children will be supervised and engaged in other activities.



Religious Education is an exciting and vibrant part of the school curriculum.  It is also planned and delivered during regular timetabled lessons and is incorporated into the cultural life of the school generally. It is delivered during R.E. and P.S. H. C. E. lessons, class circle times, discussions and assemblies. R.E. is cross curricular and taught through art and DT, painting, drawing and sketching religious artefacts and important figures in religion, ICT, Geography, looking a different cultures around the world, History looking at artefacts and the history of religion and English through discussions, speaking and listening, recording and reporting. Timetabled lessons follow the North Tyneside Agreed Syllabus for Foundation Stage, Key Stage 1 and Key Stage 2. From this we have provided a clear and comprehensive programme of study for Primary pupils. In teaching R.E. in Amberley Primary School teachers are supported in their efforts by the local clergy who also lead regular assemblies and contribute to Christmas and Easter celebrations.



Assemblies in Amberley Primary School provide a clear framework for the development of children’s values, attitudes towards themselves and others, their morality, a celebration of diversity. Whole School Assembly takes place at the beginning of each day, with themes, which are planned to develop children spiritually and morally. They are as follows:

· Monday & Tuesday assembly is led by the Headteacher or local visiting clergy. These focus on international, national or school themes and values. Where led by clergy, the assembly is Christian based where children learn about the Christian religion and religious beliefs, as well as more general themes to promote personal qualities.

· Wednesday & Thursday assemblies are led by members of the school’s SLT and are more flexible, including opportunities to present class assemblies and presentations, and introduce whole school themes such as maths day or a theme week. This assembly generally has a P.S.H.E. and includes national days or weeks of celebration e.g. St George’s Day or Black History Month

· Friday assembly celebrates hard work and achievement, where children are recognised for their efforts in all areas of the curriculum, both academic achievement and creativity. This is an opportunity to reward hard work and effort and promote an ethos for celebration of the diversity of individual talents.

 Daily acts of collective worship take place during all assemblies. These are morally based prayers or thoughts for the day and may include songs/hymns.



Children who are identified as more able should be provided with teaching and learning opportunities that challenge them. For example, to choose an enquiry approach that encourages pupils to plan their own learning, transfer knowledge from one subject to another, encourage well-considered opinions, steer discussion amongst their peers and be able to move through open-ended tasks to find their own level. Where appropriate, children who are gifted and talented in particular curriculum areas should be placed on the Gifted and Talented register so that curriculum managers can offer support to their class teachers in adapting planning to suit the needs of the children.



Amberley Primary School is a fully inclusive school. All children regardless of race, age, ability, gender or S.E.N.D. are able to access the R.E. / P.S.H.C. E. curriculum. Teachers take into account the needs of individual pupils ensuring differentiation of teaching styles. Lessons are planned to ensure all learning styles are included to maximise learning opportunities for all children. These include activities for auditory, visual and kinaesthetic learners. Children are also encouraged to self-evaluate their learning, though use of assessment criteria as well as techniques in lessons and reviews at the end of sessions or units of work.


In line with school policy, assessment will take place regularly, tracking and monitoring the children’s progress in their learning of the subject. The work carried out and the achievement made will link to Target Tracker statements through work samples or photographic evidence.




Parents/Carers are entitled to withdraw their children from Religious Education curriculum and/or acts of collective worship. They should contact the Headteacher should they wish to do this.


                                                                                                                             Mrs Amy Greener and Elizabeth Lloyd

                                                                                                                                R.E Subject Leaders Spring 2019

Amberley Primary School our implementation of Religious Education


Foundation Stage

Early years teaching and learning in religious education should: 

• involve a multi-sensory approach;

• build on what pupils already know, understand and can do;

• be inclusive of all races, cultures, religions, needs, abilities and backgrounds, by ensuring the careful use of language, books and activities;

• offer wide experiences and activities which provide opportunities to learn about and learn from religions;

• offer opportunities for spiritual, moral, social and cultural development.

Areas of Learning

Opportunities for religious education might include:

Personal, social and emotional development



     exploring similarities and differences of those in the class, local and wider community;

     developing awareness and understanding of themselves as unique individuals: their needs and their feelings;

     developing awareness and understanding of others and their uniqueness;

     learning about the influences religious beliefs can have on an individual’s life and behaviour;

     exploring belonging and a sense of community;

     developing attitudes of care and acceptance, respect and fairness towards others;

     developing skills such as communication, questioning, investigation, reflection and empathy;

     celebrating special times and events such as birthdays, baptism, Hanukah, Eid, Diwali, Christmas and Easter.

Communication and language

     listening to stories from religious books and traditions;

     communicating orally or in song, feelings and thoughts about God, people and the world.


     key words relating to religions and experiences including visits to places of worship;

     composing, using and thinking about the words of simple prayers.

Understanding of the world

     hearing some creation stories such as that found in the Bible;

     raise awareness and reflecting on how we rely on the world’s resources;

     becoming aware of seasonal change and celebrating a harvest festival;

     developing awareness of the world at large and reflecting on the richness in diversity – religious food and feasts; costume; special buildings, objects and artefacts.

Creative development

     listening to and singing songs from various religions and cultures;

     making music and using it as a background for storytelling.

     designing and making special objects including religious artefacts;

     cooking religious food;

     making religious masks;

     dressing in religious / cultural costumes.



Year 1

Autumn 1

Christianity – The role of the clergy,

The Apostles and St Bede or another Norgh Eastern Saint

Love, caring, trust, forgiveness: Stories from the Old and New Testaments, e.g Joseph, The Lost Sheep.

Local Christian communities and religious buildings (church, chapel etc)


Autumn 2

Christianity – Christmas – symbols, customs and practices with significance for Christians.

Spring 1

Christianity – Jesus’ teachings : two great commandments, other ‘rules’ for living.

Christian attitudes and values: love, care, forgiveness and honesty.

Valuing self, others and the world

Lives of some Christians: famous and local

Spring 2

Christianity – Easter story. Explore Palm Sunday and Shrove Tuesday.

Summer 1

Judaism – Stories from the Torah: creator, loving, caring, having authority. 

Shema. Aspects of the life of Moses and others: e.g. Abraham, Joseph and Esther.

The role of the rabbi.

The Torah: rules, values and stories, significance to Jewish people.

Synagogue: its functions and features; importance to the Jewish community. 

Summer 2

Judaism –Worship activities including prayer. 

Local Jewish communities. 

Home and family life today.

The significance of religious objects such as Mezuzah; Tallit; Kippah. 


Purim, Hanukah, Pesach, Sukkoth, Rosh Hashanah: symbols, customs and practices with significance for Jewish people.


Year 2

Autumn 1

Christianity – God, using Old and New Testament sources : creator, loving, caring, having authority.

Jesus: birth, aspects of life and teaching, effect on others then and now.

Autumn 2

Christianity - Christmas - Symbols, customs and practices with significance for Christians.


Spring 1

The Bible: special book for Christians, source of authority, teaching and help.

Church: its function and features: importance to Christians

Worship activities including praise and prayer

Becoming a ‘follower of Christ’ including baptism

Spring 2

Christianity – Being a disciple/follower of Jesus.

Easter – Symbols, customs and practices with significance for Christians.  Ash Wednesday, Maundy Thursday.

Summer 1

Islam - Belief in on true God (Allah)

Nature of Allah through some of the 99 names.  Beliefs about creation. 

Aspects of the life of Muhammad (peace be upon him) prophet of Allah. 

The role of the Iman.

Qur’an: revealed to Muhammad (peace be upon him); importance; how it is used and treated; source of authority and teaching. 

Words and meaning of some portions of  the Qur’an. 

The Shahadah.

Summer 2

Islam – Mosque: its functions and features; importance to the Muslim community. 

Worship activities including wudu and prayer.  Family life and values. 

Local Muslim communities. 







Year 3

Autumn 1

Christianity - Nature of God: as revealed in the Bible: the Trinity

The effect Jesus had on the people around him then and now.

 Aspects of Christian community (worship, prayer, ritual and ceremony) expressed in different traditions and parts of the world


Autumn 2

Christianity – Christmas around the world - compare and contrast how Christians celebrate Christmas in different countries.

Spring 1

‘Church’ as a body of believers

Local Christian place of worship: its significance for those who attend; how it is used.


Spring 2

Christianity – Easter, Pentecost and Ascension

Summer 1

Sikhism – explore the fundamental beliefs of Sikhism, the 5 K’s –kesh, kara, kanga, kaccha, kirpan

Gurdwara – Sikh place of worship – what is inside, how do Sikh’s worship, key features – flag (the khanda), shoe rack, prayer hall, langar

Special symbols in the Sikh religion

Summer 2

Sikhism –  Sikh holy book – Guru Granth Sahib

Offerings, food, music in the Gurdwara

Guru Gobind Singh. The pure ones (Khalsa).  Test of faith – the 5 Beloved Ones. Kaur and Singh.

The Golden Temple.

Pilgrimage – why is this important to Sikh’s






Year 4

Autumn 1

God’s relationship with humankind: Covenant   

Discipleship: the first disciples

The Bible: origin, structure, content and use

Importance of the Bible for believers; the significance of some of its messages for today.

Autumn 2

Christianity – Christmas story, Festivals of Light

Spring 1

People inspired by God: e.g. Desmond Tutu, local minister, people known to the pupils?

Spring 2

Christianity – Easter assembly to prepare and present to parents

Summer 1

Hinduism – Aum symbol

Trimurti: Vishnu, Shiva, Brahma

Hindu deities: e.g. Rama, Krishna, Ganesha, Lakshmi, Hanuman, Kali, Duga: characteristics of God



MK Gandhi

Stories: insights and teachings



Summer 2

Hinduism -

Mandir: its functions and features; importance to the Hindu community

Worship activities: puja

Belonging and identity: birth, naming, sacred thread ceremony

Family/home life


Values: respect; caring; ahimsa; vegetarianism.

Diwali; Holi;Raksha Bandhan.





Year 5

Autumn 1

Jesus birth, ministry, death, ascension incarnation, salvation, resurrection Teachings and miracles of Jesus: Biblical context; significance today

Autumn 2

Christianity – Christmas story, focussing on points of view of the different people in the story.

Spring 1

Belonging and identity for Christians: baptism; confirmation; holy communion Christian belief and practice across the worldwide Church guidance: commandments; beatitudes

Pilgrimage: places; significance.

Spring 2

Christianity – Easter story – the crucifixion.

Summer 1

Buddhism – Four Noble Truths

Life of Gautama

Buddha: teachings and influence on Buddhist life

Dalai Lama or Aung San Suu Kyi

Buddha’s teachings: stories he told; stories told about him

Buddhist scripture: Tripitaka



Summer 2

Buddhism – Temples: functions and features

Symbols: lotus flower, wheel, Bodhi tree

Meditation and other worship activities


Eightfold Path


Life of lay and ordained Buddhists e.g. local or famous figures

The Three Treasures

Bodhi Day








Year 6

Autumn 1

God and creation: caring for the world

Lives of great Christians: St Paul and others

St Cuthbert or another northern saint.

Autumn 2

Christianity – Christmas story – different perspectives according to different people in the bible, what do gospel writers say about the Christmas story – compare and contrast.

Spring 1

Continue lives of great Christians

Spring 2

Christianity – Easter – the Ressurection

Summer 1

Islam – Belief in one true God (Allah)

Nature of Allah through some of the 99 names

Beliefs about creation

Aspects of the life of Muhammad (peace be upon him); prophet of Allah

The role of Imam Qur’an: revealed to Muhammad (peace be upon him); importance; how it is used and treated; source of authority and teaching.

Summer 2

Islam –

Words and meaning of some portions of the Qur’an

The Shahadah

Mosque: its functions and features; importance to the Muslim community

Worship activities including wudu and prayer.

Family life and values

Local Muslim communities






Our Traditional Christingle Service

Year 2-We made Ramadam lanterns

Year 2-We made Ramadam lanterns 1
Year 2-We made Ramadam lanterns 2
Year 2-We made Ramadam lanterns 3

Easter Celebrations

Culture Club