Material should be drawn from Christianity and at least one other religious tradition, particularly where represented in the class or setting.
Although all areas of the EYFS profile are relevant, RE particularly supports the development of: Communication and language; Personal, social and emotional development; Understanding the world.
Communication and language
• listen with enjoyment to stories, songs and poems from different sources and traditions and
respond with relevant comments, questions or actions;
• use talk to organise, sequence and clarify thinking, ideas, feelings and events;
• answer ‘who’, ‘how’ and ‘why’ questions about their experiences in response to stories,
experiences or events from different sources;
• talk about how they and others show feelings;
• develop their own narratives in relation to stories they hear from different traditions.
Personal, social and emotional development
• understand that they can expect others to treat their needs, views, cultures and beliefs with
• work as part of a group, taking turns and sharing fairly, understanding that groups of people,
including adults and children, need agreed values and codes of behaviour to work together
• talk about their own and others’ behaviour and its consequences, and know that some
behaviour is unacceptable;
• think and talk about issues of right and wrong and why these questions matter;
• respond to significant experiences showing a range of feelings when appropriate;
• have a developing awareness of their own needs, views and feelings and a sensitivity to
those of others;
• have a developing respect for their own cultures and beliefs, and those of other people;
• show sensitivity to others’ needs and feelings, and form positive relationships.
Understanding the world
• talk about similarities and differences between themselves and others, among families,
communities and traditions;
• begin to know about their own cultures and beliefs and those of other people;
• explore, observe and find out about places and objects that matter, in different cultures and
Expressive arts and design
• use their imagination in art, music, dance, imaginative play, role-play and stories to
represent their own ideas, thoughts and feelings;
• respond in a variety of ways to what they see, hear, smell, touch and taste.
• Children access a wide range of books, poems and other written materials to ignite their
• Children recognise, create and describe some patterns, sorting and ordering objects simply.