Educate Excite Excel in a caring Christian environment

At Haskayne, we have planned a knowledge-based curriculum to educate our children to the highest standard.

The curriculum encourages our children to ask searching questions that shape their learning and enables them to develop into independent thinkers and learners.

Our curriculum is engaging, exciting and designed to reflect the unique nature of our school. It celebrates all curriculum areas, aiming to ensure that our children develop the knowledge and skills they need to excel and become productive citizens of the future.


Mission Statement

Our mission is to provide high-quality education in our traditional school underpinned with solid Christian values ‘Let Your Light Shine with Joy at Haskayne.’

Our J.O.Y Team (Jesus, Others, Yourself) consists of representatives from each class from Year 1 to Year 6. Their job is to help to lead and promote Christian values throughout our school.

We promote high aspirations for our wonderful children and community, believing that in working together: children, teachers, parents, governors and the church, we can be successful in achieving the very best outcomes or even a little bit better!


Our Vision and Values

Let Your Light Shine with Joy!

Our vision is deeply rooted in the teachings of Matthew (5:16) ‘Let your light so shine before men, that they may see your good works and glorify your Father in heaven.’

Jesus said that we (His disciples) are the light of the world. We must not hide that light under a bushel. Our curriculum is continuously evolving and adapting to ensure that every individual has the chance to develop their talents and let them shine. At the heart of our school community is a commitment to prayer and worship, which also helps us build our relationship with God as Father, Son, and Holy Spirit. At Haskayne, we aim to let our lights shine brightly by living and working with our vision through our 'LIGHTS' values:

Love InclusionGuidanceHopeTrustService


St Thomas’ Church, Lydiate


Church of England Education


R.E. Rolling Program


Autumn Term

Spring Term

Summer Term


Cycle A

1.1 Harvest

3.6 Harvest

1.2 God and Creation

Early Years Christmas

6.3A Why is the Exodus such a significant event in both Jewish and Christian History?

5.7 Christmas around the world

1.4 Jesus was special

5.3 Jesus the teacher

1.5 Easter New Life

6.3 Why do Christians celebrate the Eucharist?

4.4 Exploring Easter as a story of betrayal and trust

2.6 Ascension and Pentecost

5.9 Pentecost – What happened next?

Early Years The stories Jesus heard

6.6 Ideas about God

2024 – 2025

Cycle B

Early years I am special

3.5 Which rules should we follow?

1.8 Joseph

5.8 Daniel

3.2 Christmas God with us

2.5 Why is the church a special place for Christians?

4.5 Are all churches the same?

Early Years Easter

3.4 Exploring the joy and sadness of Easter

2.3 Jesus a friend to everyone

3.3 Jesus the man who changed lives

Early years Prayer

4.6 What is prayer

2025 – 2026

Cycle C

Early years Harvest

4.3 Jesus the Son of God

2.7 Christmas The Journey to Bethlehem

4.2 Christmas Exploring The Symbolism of Light

1.9 My World Jesus World

6.7 People of Faith

2.4 Easter signs and symbols

5.4 Why do Christians Believe that Easter is a Celebration of Victory?


Early years Stories Jesus Heard

5.2 Exploring the Lives of Significant Women in the Old Testament

Early Years The Stories Jesus told

6.1 Life is a Journey

2026 – 2027

Cycle D

Early Years Friendship

3.1 Called By God

2.2 Christmas The Good News

5.2 Christmas The Gospels of Matthew and Luke

1.7 Why is Baptism Special

5.1 God, David and the Psalms

Early years Special Times

6.4 Easter Who was Jesus?

2.1 The Bible

5.1 How and Why do Christians Read the Bible

Early Years Special Places

6.5 Ascension and Pentecost


Key Stage 1

Key Stage 2

Rationale for the 4-year rolling program

The rolling program should be implemented with the flexibility to adjust in order to meet the needs of the children in the class at any given time. The mix of units is intended to reflect the mix of ages in each class. It is understood that children may study a unit significantly different to their age bracket. Where the unit is aimed at a younger age than the age of a child, the teacher will encourage a deeper level of understanding through the use of open-ended questioning to provoke the development of thought and reflection. The children will be asked to explain their ideas in more detail but also to support that with evidence from their studies and finally to spend more time looking at the impact of the beliefs and ideas on the lives of people. This should be reflected not only in their written work but also in their interactions throughout the lesson. Where a unit is aimed at an age much older than the age of a child, again differentiation will be a key tool to use in order to ensure access to the knowledge and understanding but also to enable children to communicate their understanding of key concepts irrespective of their English skills. It is also an opportunity to implement our school mantra of never putting a ceiling on children’s ability to learn.

Where there are links between KS1 and KS2 units we have tried to put them together so that progression across the whole school can be monitored easily.


Assessment of RE

We assess pupil achievement in RE to ensure we are able to meet individual needs. The 'ladder of expectations' (see additional sheets) guides us in making assessment judgements. 

The ladder uses symbols to indicate levels of achievement. The ladder is intended primarily to contribute to planning excellent tasks at the right level appropriate for the pupils’ experience, knowledge and ability. However, the ladder can be used to make judgements about the level of individual pupils’ achievement.  At the end of Key Stage 1 pupils are expected to be achieving at rung 2 of the ladders. At the end of Key Stage 2 pupils are expected to be achieving at rung 4 of the ladders. Therefore, teachers can set appropriate tasks and make judgements as to whether or not pupils in their class are working at, towards or exceeding expectations of achievement.

Every half-term, at the end of units, teachers assess each pupil's overall achievement.

The 'end of key stage expectations map' (see additional sheets) set out the knowledge and understanding that pupils should have at the end of the key stage.

RE Assessment

RE Policies