In the author's opinion, if teachers do not bridge the boundaries between science and religion in the primary school, then many children are going to find it difficult to think about questions on topics such as "how Earth came to be" once they are in secondary schools, where they appear to be required to think in subject boxes for most of the day. When it comes to the question of when to start exploring these ideas with children, this author prefers to start addressing the issue of whether science opposes religion as early as possible. The benefits of starting this debate in the primary school are that each class teacher is responsible for the delivery of both science and religious studies, unlike in secondary schools where instruction often functions quite differently. The primary teacher has the power to create boundaries or bridge them. Teachers need to help ease children into thinking about how they know what they know in science, in history, and in religion, and of course, primary teachers are perfectly placed to start children on this thinking process. (Contains 3 figures, 2 boxes, and 4 online resources.)