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Canada Hill

Religious Education

At Canada Hill we follow the Devon Agreed Syllabus for Religious Education 2014. Again, we follow an enquiry based approach to our learning using Devon Syllabus. These enquiries have been shaped to form a key question followed by a series of supplementary questions which provide the focus and structure for each enquiry. The emphasis is on developing the skills of investigation and enquiry and effectively engaging pupils in their learning in RE.

Experiences and opportunities


During our study of RE we make sure children are give the following experiences and opportunities as often as possible.


  • visiting places of worship
  • listening to and responding to visitors from local faith community
  • using their senses and having times of quiet reflection
  • using art and design, music, dance and drama to develop their creative talents
  • sharing their own beliefs, ideas and values, and talking about their feelings and experiences
  • using ICT to explore religions and beliefs as practised in the local and wider community.


Foundation Stage

During the foundation stage, children begin to explore the world of religion in terms of special people, books, times, places and objects, visiting places of worship and through celebration. Children listen to and talk about stories. They are introduced to specialist words and use their senses in exploring religious beliefs, practices and forms of expression. They reflect upon their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.

Key stage 1

At key stage 1 pupils learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion for believers, especially other children and their families. Pupils ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to themselves and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging.

At key stage 1 pupils should study Christianity, one other religion and consider other worldviews.

Key stage 2

At key stage 2 children investigate and consider the impact of religion and belief locally, nationally and globally. They make connections between different aspects of religion and belief and consider different forms of religious expression. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and the importance of dialogue between them. They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their ideas clearly, recognising other people’s viewpoints. They consider their own beliefs and values and those of others in the light of their learning in religious education.

At key stage 2 children study, in a more systematic way Christianity, Hinduism, Judaism and Islam and non-religious worldviews such as Humanism.

From the Devon Agreed Syllabus for Religious Education 2014