Religious Education

Religious Education (R.E) Curriculum Statement

‘Opening the door to the views of the world’

At Carnagill School, our curriculum is built around the attitudes and values of independence, curiosity, aspiration, commitment, kindness and pride.  Our school motto of ‘Inspiring Bright Futures Together’ demonstrates our commitment to developing the whole child so that they can succeed in life. Mental health and well-being is a key driver in restoring our school community after the disruption of the pandemic.

At Carnagill School, the curriculum we offer is based around the four key principles of:

We underpin all of this with:


At Carnagill, we are educating pupils to live in a region, nation, and world – not merely on a Garrison. Our children lack cultural understanding of the wider world and differing beliefs as their whole time is encompassed within the local area, with limited knowledge of what is happening in other parts of the county. We believe it is important that pupils are aware of the diverse religious beliefs and worldviews of people in North Yorkshire and the wider population. National statistics show there is a continued decline in the percentage of the population who have a faith, particularly amongst younger people. Most of our pupils are from non – religious backgrounds and have never visited a place of worship or shared discussions about different religions outside of school. Our service children who have been posted both abroad and, in the UK, have limited access to the local landmarks around them.

We have a small minority of children from different cultures, such as Nepali and Fijian families, who are slowly but confidently sharing their views, traditions and beliefs to the other children of Carnagill in refreshing and exciting new ways. It is the intent of the school, as we continue to strengthen after academisation and the last 18 months of disruption of the pandemic, that RE lessons in Carnagill will allow children to experience new and memorable events, learn from passionate and enthusiastic religious community leaders and allow them to discover, explore and consider their place in society as they grow into young adults, showing tolerance and respect to all, wherever they may be in the world.


At Carnagill Community Primary School, we want all children to:

  • Be independent by using key vocabulary in context, linked to specific religious beliefs, practices and traditions during discussions and lessons.
  • Be curious by asking questions and wanting to learn more about their own beliefs and those of others; show willing to find out more and be prepared to listen, question, and evaluate their own and other’s opinions respectfully.
  • Show aspiration by learning from practical first – hand experiences such as visitors in school and visiting local places of worship and sharing their practical learning with parents and the local community, participating in local community events where they can.
  • Show commitment by continuing to develop their learning in their own personal style and delve deeper into their own interests, using a variety of resources and practical ideas.
  • Show kindness to all, showing tolerance, respect and understanding of all different religions, beliefs and views of all others in a multi – ethnic society.
  • Have pride in themselves, their learning and recognise the role they play in their community, both locally and nationally as they grow into young adults in multi – cultural Britain today.


At Carnagill, an RE Lesson will include the following:

  • Recognition of the religion being discussed – using resource pack naming key aspects of religion – name of religion, name of followers, holy book, place of worship, symbol.
  • Big Question – A visual or physical stimulus that allows children to begin to think of open – ended questions. Using meta – cognitive sentence stems. What do you see? What do you wonder? What do you notice?
  • Key vocabulary – reminder of key words linked to specific religion/unit and introduce further new words the children will learn in the topic.
  • Teacher input leading to discussions – talk to your partner, what do you think? Mind map ideas, share ideas with class.
  • Independent learning – this can be done through a variety of methods to ensure a variety of learning strategies e.g., writing, drama, music, dance, art, map work. Individual, partner, or group work encouraged. A chance for children to take ownership of their work and show they are independent learners.
  • Final thought/reflection – What have you learnt today? What will you take from this knowledge? Where can the children’s learning go from here? What will be the next step?
  • Share their learning – share with others – share with family on Seesaw, share with the school in assemblies, share with each other by posting work on WOW wall in class.

RE and SEN:

We carefully consider the specific educational needs of all the children in our school community, what content is crucial for them to learn and the best contexts in which they can learn this. To make RE lessons inclusive, teachers have strong relationships with their children and can anticipate what barriers to taking part may pose for pupils with particular SEN and/or disabilities. In some activities, pupils with SEN and/or disabilities will be able to take part in the same way as their peers. In others, some modifications or adjustments will need to be made to include everyone. For some activities, ‘parallel’ activities can be provided, so that they can work towards the same lesson objectives as their peers, but in a different way. Children are always put at the heart of any planning and lessons are well thought out and organised with SEN children regarded as a high priority, to ensure they make the same progress and are given the same opportunities as everyone else.


Religious Education in Early Years should allow exploration of the world and respond to children’s natural curiosity about things around them. RE allows for elements the subject to contribute to the areas outlined in the Early Learning Goals and sets a foundation for learning in RE in Reception classes. Lessons about RE in EYFS at Carnagill are adapted to be relevant to our own setting and community.

Opportunities for the children at Carnagill include:

  • Introduce and use multi-syllabic vocabulary, such as religion, community, Christian
  • Listen to longer stories, remembering much of what happens.
  • Celebrate festivals such as Harvest, Christmas, Easter, Diwali, Eid and explore the food and clothes linked to them, dress up in clothes from different cultures
  • Explore places of prayer, worship and reflection and talk about what happens there
  • Talk about people who are special to us, who belongs to our family and look at photos
  • Show care and concern for each other and the people in the community who help us.
  • Explore the natural world and respond to questions such as What makes the world a wonderful place?


Children will:

  • Learn new vocabulary and key words specific to certain religions/beliefs and be able to understand the words in context.
  • enjoy learning about other religions and why people choose to follow a religion or not follow one.
  • have the confidence to ask questions to religious leaders, showing respect and curiosity by wanting to find out more.
  • communicate their learning and knowledge to others both at home and school, share their work with their peers and be able to explain their learning proudly and confidently.
  • understand how other people choose to live and to understand why they choose to live in that way.
  • enjoy RE lessons with a positive attitude to their work and help them recognise key factors of a multi – ethnic Britain they will be able to retain to support them when working and living in any area of Great Britain as respectful and tolerant young adults.


RE Curriculum

RE Progression