Religious Education

Religious Education at Wellfield

The Religious Education curriculum at Wellfield aims to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to answer challenging questions. Teaching encourages pupils to enter into a rich discourse about the religious and non-religious traditions that have shaped Great Britain and the world.It enables pupils to take their place within a diverse multi-religious and multi-secular society. It affords pupils both the opportunity to see the religion and non-religion in the world, and the opportunity to make sense of their own place in that world. It includes 3 broad types of knowledge:  first, ‘substantive’ knowledge: knowledge about various religious and non-religious traditions ; second, ‘ways of knowing’: pupils learn ‘how to know’ about religion and non-religion ; third, ‘personal knowledge’: pupils build an awareness of their own presuppositions and values.

``Any system of education...which limits instruction to the arts and sciences and rejects the aids of religion in forming the characters of citizens, is essentially defective.`` - Noah Webster

Teachers at Wellfield know good Religious Education teaching happens when:


  • Pupils will participate in discussions by contributing and listening to the ideas/opinions of others
  • Lessons allow pupils to answer ‘big questions’
  • Skills from other curriculum areas are utilised (particularly reading and writing)
  • Lessons build on prior learning and allow pupils to know more and remember more
  • Subject specific vocabulary is learned and used by pupils
  • Pupils are using a range of skills eg; interpretation, analysis, evaluation etc

Religious Education and the 5Cs


Lessons include carefully selected and well-sequenced substantive content and concepts. ‘Ways of knowing’ are appropriately taught alongside the substantive content and are not isolated from the content and concepts that pupils learn. Skills from other curriculum areas are used and transferred successfully.


Throughout lessons, pupils have opportunities to use transferable skills. They are encouraged to discuss and share their ideas whilst also listening to those of others.  Regular extended writing opportunities allow pupils to develop their language and vocabulary.


Throughout the curriculum, learners will have to consider views and perspectives which may differ from their own. As a result, a sense of curiosity will be fostered as they explore ideas and viewpoints. Pupils will be able to be creative in the way in which they represent their ideas (use of drama, art etc).


Lessons allow pupils to build up accurate knowledge of the complexity and diversity of local, national and global religion and non-religion and encourage positive participation in society (being a local, national, global citizen). They will recognise similarities and differences between different religious communities.


The curriculum will allow pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It aims to enhance learner’s spiritual, moral, social and cultural development and their understanding of right from wrong.  In turn they will be able to spot and  challenge injustice.

Long Term Plans

Skills Progression