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Religious Education is taught to all children, except those who are taken out by their parents. Our teaching promotes the spiritual, moral, social and cultural development of our pupils. It reflects the fact that the religious traditions in Great Britain are in the main Christian whilst taking account of the teaching and practices of other principal religions represented in Great Britain. Our teaching enables pupils to acquire knowledge and understanding of religious beliefs, attitudes, practices and rituals. They will also develop their own beliefs and values. We will not convert or steer pupils towards a particular religious belief. They will also be aware that some people have no attachment to any religious beliefs.


  • To provide pupils with opportunities to identify questions and define enquiries, to develop enquiries by comparing and analysing a range of ideas and viewpoints, and to use empathy and reflection to evaluate their learning.
  • To ensure that Religious Education makes an important contribution to pupils’ skills in Literacy, promoting questioning, discussion, critical thinking skills, reading, writing and evaluative skills.
  • To ensure that Religious Education makes a significant contribution to British Values in that it fosters respectful attitudes to people with different views, faiths or World Views from their own.
  • To promote pupils’ spiritual, moral, social and cultural development.
  • To promote each pupil’s self-worth through the development of their ideas, values, practices and identities.
  • To develop pupils cultural capital in order for them to be educated citizens.


  • The Wirral Agreed Syllabus for Religious Education and Worldviews, alongside the NC Programme of Study, is taught to pupils in a creative and enquiry-based way. Religions and themes studied ensure progression and continuity of Key Skills and curriculum end points.
  • Short-term planning sets out clear learning intentions and end points, with steps of progression and challenge. Resources are deployed efficiently and effectively to personalise learning for each pupil including SEND and disadvantaged pupils.
  • An assigned member of staff is given responsibility for leading, managing, monitoring, evaluating and reviewing the Religious Education curriculum.
  • The Wirral Agreed Syllabus (2019) is used as the basis for the planning and teaching of Religious Education and Worldviews.
  • The Early Years Foundation Stage Framework 2017 sets out expectations of what pupils in Foundation Stage should learn to meet the Foundation Stage Early Learning Goals. Schemes of learning in Religion and Worldviews are linked to these.
  • Short-term planning ensures Religious Education makes an important contribution to pupils’ skills in Literacy. Cross-curricular links are made between RE and other subjects where appropriate.
  • A range of experiences and opportunities are taken to enrich and broaden pupils’ learning in Religious Education through: educational visits out of school; involvement of parents and visitors; thematic days; whole school celebrations and assemblies; the local community.
  • Opportunities are used within the Religious Education curriculum to encourage the development of our school values.


  • Religious Education has a significant role in the promotion of spiritual, moral, social and cultural development. Pupils in Westvale are encouraged to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning.  Lessons are taught to foster pupils respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. 
  • A central concern of Religious Education is the promotion of each pupil’s self-worth. A sense of self-worth helps pupils to reflect on their uniqueness as human beings, share their feelings and emotions with others and appreciate the importance of forming and maintaining positive relationships. Together, this creates greater understanding and tolerance between people of all religions and non-religious worldviews and thereby improves relationships in society and communities.


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