At Hadleigh Community Primary School, we follow the Suffolk Agreed R.E Syllabus, which enables children to learn about and from different religions. In addition, the R.E curriculum promotes respect and diversity and engages pupils in systematic enquiry into significant questions which address religion, worldviews and ethical issues. This allows pupils to develop their understanding and skills needed to appreciate and appraise varied responses, as well as to support children to express their own insights, reflect on their ideas and to agree or disagree respectfully.

Furthermore, the syllabus draws on three disciplines underpinning R.E: Theology, Human and Social Science and Philosophy.

The Emmanuel Project

In order to ensure progression across the school, HCPS uses The Emmanuel Project to support the planning of lessons. The Emmanuel Project is a R.E scheme of work for EYFS to Year 6 which coincides with the Suffolk Agreed Syllabus for R.E (2023). It was written by the Diocesan Schools’ Advisor in consultation with local teachers and members of different faiths.

The Emmanuel Project provides 42 enquiry-based units, structured: Engage, Enquire, Explore, Evaluate, Express and Extend. The units provide engaging lessons that are well-structured, with clear progression and assessment opportunities throughout.


Religious Education actively promotes the values of truth, justice, respect for all and care of the environment. It places specific emphasis on pupils valuing themselves and others, on the role of the family and the community in religious belief and activity, on the celebration of diversity in society through understanding similarities and differences, and on human stewardship of the earth. R.E also recognises the changing nature of society, including changes in religious practice and expression and the influence of religion, in the local, national and global community.

Through R.E we aim to:

  • provoke challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human
  • develop pupils’ knowledge and understanding of Christianity, other principal religions and world-views, which offer answers to such questions
  • develop pupils’ awareness and understanding of religious beliefs, teachings, practices, forms of expression and the influence of religion on individuals, families, communities and cultures
  • encourage pupils to learn from the diversity of different religions, beliefs, values and traditions whilst affirming their own faith or searching for meaning
  • challenge pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses
  • encourage pupils to develop their sense of identity and belonging and enable them to flourish individually within their communities, as citizens in a pluralistic society and global community
  • play an important role in preparing pupils for adult life and employment, enabling them to develop respect and sensitivity to others, in particular those with different faiths and beliefs, and to combat prejudice and negative discrimination


During the Foundation Stage children begin to explore the world of religion in terms of special people, books, times, places and objects. Children listen to and talk about religious stories. They are introduced to specialist words and use their senses in exploring religious beliefs, practices and forms of expression. The children reflect on their own feelings and experiences while using their imagination and curiosity to develop their appreciation of, and wonder at, the world in which we live.

Throughout Key Stage 1 pupils investigate Christianity and are introduced to at least one other principal religion. They learn about different beliefs about God and the world around them. The children encounter and respond to a range of stories, artefacts and other religious materials. As well as recognising that beliefs are expressed in a variety of ways, and use specialist vocabulary. They begin to understand the importance and value of religion and beliefs for some children and their families. Pupils ask relevant questions and use their imagination to develop a sense of wonder about the world. They talk about what is important to them and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging.

Throughout Key Stage 2 pupils learn about Christianity and other religions, recognising the impact of religion and belief both locally and globally. They make connections between differing aspects of religion 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 meaning. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions, and the important of dialogue between people of different beliefs. They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right and wrong, and in 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.


By the end of Year 6, children are expected to have:

  • developed deepening knowledge and understanding about a range of religious and non-religious worldviews so that they can:
    • describe and explain beliefs and theological concepts
    • describe and explain some sources of authority and teachings within and across religious and non-religious traditions
    • describe and explain ways in which beliefs are expressed
    • know and understand the significance and impact of beliefs and practices on individuals, communities and societies
    • connect these together into a coherent framework of beliefs and practices
  • gained and deployed deepening understanding of specialist vocabulary and phrases
  • know and understand about religious diversity within the region, as well as nationally and globally
  • know and understand how religion can be defined
  • gained and deployed skills that enable critical thinking and enquiry in relation to the material they study
  • reflected on their own thoughts, feelings, experiences, ideas, values and beliefs with increasing discernment.