Beckfoot Trust is an organisation that links a group of local Bradford schools together so that they can collectively improve the life chances for young people within their schools. Our aim is to create a group of truly remarkable schools each with a genuine comprehensive intake. They will be wonderful places for young people to learn and grow up in. We want to make a difference. We want to create something special.




Sixth Form

Beckfoot Allerton Primary School and Nursery uses cookies to ensure that we give you the best experience on our website. For optimal performance please accept cookies. For more information please visit our cookies policy.

Accept and close

Children & Learning

Religious Education

At Beckfoot Allerton Primary School and Nursery we follow the Bradford agreed syllabus for Religious Education, ’Believing and Belonging in West Yorkshire’.


This syllabus is called Believing and Belonging because it weaves two key threads:


First, it is about beliefs and values. It aims to develop pupils’ understanding of religions and worldviews, exploring their commonality and diversity.


Specifically, the purposes of RE:


Enable pupils to develop a broad and balanced understanding of religions and worldviews.

RE’s primary purpose is to give pupils a broad understanding of faiths and non-religious beliefs; sometimes referred to as ‘religious literacy.’ It is essential that the curriculum ensures that there is both depth of study (some areas investigated in detail) and breadth (an overall general understanding of the faiths and related philosophical and ethical questions).

Develop critical thinking skills

Well taught, RE is a rigorous academic subject, supporting problem solving and critical thinking skills. Engaging and stimulating RE helps to nurture informed and resilient responses to misunderstanding, stereotyping and division. It offers a place in the curriculum where difficult or ‘risky’ questions can be tackled within a safe but challenging context.


Secondly, the syllabus is about ‘belonging’. It aims to nurture pupils’ awareness of the treasury of diversity as well as sensitivity to the questions and challenges that different views and cultures can present. We all share a common humanity and share this patch of the Earth. In this way it plays a part in helping pupils to discover their own place and journey through life.


Specifically, RE will:


Broaden perspectives of faiths and cultures, encouraging tolerance of diversity

A universal RE entitlement means that the subject must aim to develop understanding of diversity, empathy and cohesion. RE develops pupils' knowledge and understanding of Christianity, other religious traditions and world views and explores their responses to life's challenges. This gives pupils the knowledge and skills to flourish both within their own community and as members of a diverse and global society.

Nurture spirituality

The role of RE is neither to promote nor undermine organised religion. But part of its purpose is to provide structured opportunity for consideration of the non-material aspects of life. RE can contribute dynamically to children and young people’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. It can support their own discovery of their personal journeys of meaning, purpose and value.

Contribute to developing pupils as positive, participating citizens of the world.

Human beings are strengthened and empowered by learning from each other. So, through experience and culture, it is possible to explore the opportunities, challenges and purpose of our individual lives and communities. RE plays an important role in preparing pupils for their future, for employment and lifelong learning. It enhances their spiritual, moral, social and cultural development by:

  • Developing awareness of the fundamental questions raised by human experiences, and of how religious teachings can relate to them;
  • Responding to such questions with reference to the teachings and practices of religions and other belief systems, relating them to their own understanding and experience;
  • Reflecting on their own beliefs, values and experiences in the light of their study.


The Units of work taught throughout school are:


Early Years Foundation Stage

  1. Where do we live and who lives there?
  • Talk about members of their immediate family and community
  • Name and describe people who are familiar to them.
  1. How do people celebrate in Autumn?
  • Talk about members of their immediate family and community.
  • Compare and contrast characters from stories including from the past.
  • Recognise that people have different beliefs and celebrate special times in different ways.
  1. What makes a good helper and who helps us?
  • Talk about members of their immediate family and community
  • Name and describe people who are familiar to them.
  1. How do people celebrate in Spring?
  • Know some similarities and differences between different religious and cultural communities in this country drawing on their experiences and what has been read in class.
  1. What can we see in our wonderful world?
  • Talk about members of their immediate family and community.
  • Compare and contrast characters from stories including from the past.
  • Recognise that people have different beliefs and celebrate special times in different ways.
  1. What are special places to our community?
  • Know some similarities and differences between different religious and cultural communities in this country drawing on their experiences and what has been read in class.


Year 1

  1. Which books and stories are special?
  • Talk about books which are special to them and books which are special to religious believers.
  • Notice how some books are special to religious believers, and talk about how they are treated
  • Recall and talk about some religious stories
  • Respond to questions about the meanings of stories
  1. How do we celebrate special events?
  • Name some celebrations and talk about how these are celebrated
  • Talk about their experiences and feelings connected to celebrations or customs
  • Notice what happens and respond to questions about the meanings of religious celebrations
  1. What does it mean to belong to a church or mosque?
  • Talk about places of worship and the objects and symbols they might see.
  • Notice what happens in special places or on special occasions and respond to questions about this
  1. How and why do we care for others?
  • Recall and talk about some religious stories
  • Respond to questions about stories
  • Respond with ideas about how to care for others
  1. Who brought messages about God and what did they say?
  • Recall and name some of the early figures in the Old Testament, retelling stories and talking about figures such as Noah, Abraham, Isaac, Jacob and Joseph.
  • Retell, respond to questions and suggest meanings for stories about the birth of Jesus. Talk about how Christians believe Jesus is special and call him the ‘Son of God’. 

Year 2

  1. How is new life welcomed?
  • Find out and talk about different ways of welcoming new life; name some artefacts
  • Recognise similarities and differences in welcoming ceremonies for new babies
  • Respond sensitively to the feelings and beliefs of Christians and Muslims
  • Ask and respond to questions about belonging
  1. How can we make good choices?
  • Re-tell stories about religious and non-religious rules, suggesting some meanings
  • Find out about and give examples of different religious rules
  • Begin to express ideas about what makes a good rule and why these are important in helping people to live together co-operatively
  1. How and why do people pray?
  • Find out how Christians and Muslims pray and name some artefacts relating to prayer
  • Recognise similarities and differences between how Christians and Muslims pray
  • Ask questions and respond to questions about prayer
  • Begin to express their own ideas about the meaning of prayer
  1. How can we look after the planet?
  • Ask and respond to questions about the world and creation.
  • Recognise and retell religious and non-religious stories and beliefs about creation and suggest some meanings.
  • Begin to express ideas and opinions about how to care for the planet.
  1. What did Jesus teach and how did he live?
  • Retell and suggest meanings of some of Jesus’ parables
  • Express ideas and respond to questions about stories from the life and teachings of Jesus.
  • Express ideas and opinions about how beliefs affect how Christians live their lives, such as: fasting, supporting the homeless and poor, campaigning, using examples of local or well-known Christians today.
  • Name and retell key events in the final days of Jesus’ ministry, including: Palm Sunday (John 12:12-15); the last supper (Mark 14: 12-26); crucifixion (Luke 23:26-56) the empty tomb (Luke 24: 1-12). Recall how these are remembered in Holy Week and Easter.


Year 3

  1. How do Jews remember God’s covenant with Abraham and Moses?
  • Re-tell some Jewish stories and consider their importance.
  • Discover how Jews express their faith through rituals and actions.
  • Express ideas about the rituals and practices which demonstrate belonging to a community
  1. What is Spirituality and how do people experience this?
  • Observe and respond thoughtfully to the ways beliefs and spirituality are expressed through various art forms
  • Express their beliefs and values through creating a piece of expressive art
  1. What do Christians believe about a good life?
  • Re-tell some well-known parables and teachings of Jesus and consider their meaning
  • Observe and consider how the Bible influences Christians in the way they live
  • Respond thoughtfully and express ideas about right and wrong
  1. What do the creation stories tell us?
  • Re-tell a range of creation stories, making links between them.
  • Express ideas about creation and suggest meanings for the stories
  • Express different views and ideas about helping to look after the world around them

Additional unit: Who can inspire us?

  • Describe and make links between different leaders (religious and non-religious), exploring similarities and differences.
  • Explain how leaders teach through their personal qualities, actions and stories.
  • Give examples of the ways in which communities follow their leaders


Year 4

  1. How are important events remembered?
  • Describe the different festivals, making links between them
  • Explain and give reasons for the celebration of each festival
  • Express ideas and opinions about what light represents
  1. What faiths are shared in our country?
  • Explore and describe ways beliefs and values are expressed in different religions through symbols and actions
  • Give examples of ways in which people show they belong
  • Explain why belonging to a community may be valuable but also challenging
  1. How do the Five Pillars guide Muslims?
  • Describe and explain key teachings of Islam and the different ways these are interpreted by believers;
  • Describe and show understanding of how Muslim beliefs impact in a variety of ways on the life and decisions of believers;
  • Explain how the pilgrimage of Hajj can affect a Muslims life.
  1. Why are Gurus at the heart of Sikh belief and practice?
  • Give examples of Sikh beliefs and stories about their Gurus
  • Describe and show understanding of Sikh practices relating to the Guru Granth Sahib
  • Explain and give reasons for Sikh values e.g. equality, honesty


Year 5

  1. Why are some journeys and places special?
  • Identify and explain features of some special places and journeys
  • Suggest reasons why special places and journeys inspire people
  • Investigate places of pilgrimage and reflect on the challenges involved in the journey
  1. What values are shown in codes for living?
  • Investigate and make connections between morals and values found in religious teachings and everyday life.
  • Identify and explain similarities and differences between Humanist, Muslim, Jewish and Christian values
  • Apply ideas about values and how people choose to live their lives.
  • Discuss and give examples of right and wrong, love, forgiveness, truth, consequences and honesty
  1. Should we forgive others?
  • Identify and show understanding of some reasons why it is hard to ‘make up’ or apologise in a conflict.
  • Explain and apply their own ideas about Jesus’ teaching about forgiveness and reconciliation.
  • Suggest reasons for the importance of forgiveness and confession in Christian communities.
  • Discuss and give examples of how some modern individuals have faced the challenge of forgiveness.
  1. What do Christians believe about the old and new covenants?
  • Reflect on how Christianity is one of the Abrahamic faiths along with Judaism and Islam, considering, comparing and contrasting aspects of these world faiths, especially in relation to Abraham and Jesus.
  • Explore the narratives about Moses, the Ten Commandments, the Kingdom (including David) and Jesus, making connections between stories and the idea of a covenant between God and the people.
  • Reflect on and find meanings in different titles used by and of Jesus, such as Son of Man, incarnate, Servant, Rabbi, Messiah, Christ, ‘I am’ statements.


Year 6

  1. How do Sikhs show commitment?
  • Summarise some features of Sikh practice (e.g. sewa, prayer) in the home and in the community
  • Using a developing religious vocabulary, explain and give reasons for some Sikh beliefs and symbols (e.g. Khanda, 5Ks) considering the meanings behind them
  • Discuss and apply ideas about Sikh practices and beliefs, recognising the challenges and value of belonging to the Sikh community


  1. What do Christians believe about Jesus’ death and resurrection?
  • Explore and summarise how Christians understand the significance of Jesus’ death and resurrection, considering narratives from the Gospels
  • Express understanding and ask questions about how Jesus’ death is seen as a sacrifice, as a way of forgiveness and salvation. Show understanding of these terms and weigh up what they mean for Christians today
  • Explain how festivals and seasons are celebrated, including Ascension and Pentecost
  1. How does growing up bring responsibilities?
  • Describe and understand the rights and responsibilities that come with growing up
  • Explore and describe rites of passage, comparing a range of religious and secular approaches, responding with insights about the importance of these ceremonies
  • Reflect on and explain their own beliefs, principles and values
  1. How do Jews remember the Kings and Prophets in worship and life?
  • Describe and express ideas about festivals and how and why they are commemorated.
  • Give a considered response to how Jewish people follow the commandments set out in the Torah
  • Summarise key beliefs for Jews including Shema and Tikkun Olam and describe how these affect lives today.