Religious Education and Spiritual, Moral, Social and Cultural (SMSC) at RCFS


We realise that our children come from families who share the Christian traditions, and other religious traditions, as well as from families based on traditions that are non-religious. It is therefore our aim to encourage and build on the traditions from which all our children come, to help celebrate this diversity, and to foster in our young people a desire to understand and live by their own developing values and beliefs.

Religious Education makes a distinctive contribution to the school curriculum by developing pupils’ knowledge and understanding of religion, religious beliefs, practices, language and traditions and their influences on individuals, communities, societies and cultures. It enables pupils to consider and respond to a range of important questions related to their own spiritual development, the development of values and attitudes and fundamental questions concerning the meaning and purpose of life. Hence Religious Education plays a vital part in the spiritual, moral, social and cultural climate within our school.


The study of Religious Education at RCFS is to help prepare and equip all pupils for life and citizenship in today’s diverse and plural Britain, through fostering in each pupil an increasing level of religious literacy.

What does it mean to be ‘religiously literate’?

A religiously literate person would have an established and growing knowledge and understanding of beliefs, practices, spiritual insights and secular world views. In the context of their own considered standpoint hey would also be open to engaging with the views of others in a plural world.


Spirituality is a broader concept than religion. Spiritual development means the growth in pupils’ ability to make sense of their own lives and experiences, and in their awareness of a frame of reference beyond themselves and the material world. For some this may mean a personal commitment to an ideal or to a religious view of life. But for some it may take a different form. For example the awe and wonder of the power of nature, an awareness that the truth lies beyond the surface of things, being moved by compassion or a sense of justice, being touched or helpless by intense beauty or suffering. (N.B. The intention of Religious Education is not to convert children to a particular religion but to enable children to formulate their own insights and beliefs.)


It is our aim that Religious Education should contribute to the moral and social and cultural development of our pupils. Religious Education can help children develop their own informed values, religious and non-religious. They should learn to respect themselves and be sensitive to the needs and experiences of others, including considering the effect our actions have upon others. Religious Education can also help develop pupils’ understanding of social issues like stewardship of the Earth’s resources, our citizenship within local, national and global communities and a genuine respect for persons and sensitivity to their values and beliefs. Religious Education should also equip pupils to challenge inequalities and disadvantages associated with race, gender, class and ability.

We have carefully chosen 4 drivers for our curriculum design to best champion the ever changing cultural capital needs of our school community and our RE curriculum makes many links to these:

Emotional Well-being and resilience

RE makes an important contribution to a school’s duty to promote community cohesion. It provides a key context to develop young people’s understanding and appreciation of diversity, to promote shared values and to challenge racism and discrimination.

  •  The school community – RE provides a positive context within which the diversity of cultures, beliefs and values can be celebrated and explored.
  •  The community within which the school is located – RE provides opportunities to investigate patterns of diversity of religion and belief and forge links with different groups in the local area.
  • The UK community – a major focus of RE is the study of diversity of religion and belief in the UK and how this influences national life.
  • The global community – RE involves the study of matters of global significance recognising the diversity of religion and belief and its impact on world issues.

RE subject matter gives particular opportunities to promote an ethos of respect for others, challenge stereotypes and build understanding of other cultures and beliefs. This contributes to promoting a positive and inclusive school ethos that champions democratic values and human rights.

As a staff we recognise that there is no “solely correct” method to teach RE and that a range of styles will be encountered between and within each class. The following range of styles are being included:

  • Ask questions
  • Debate and discuss
  • Evaluate different kinds of evidence
  • Experience the use of sounds, actions, art and symbol in religion
  • Express ideas and feelings through a variety of media
  • Explore religious festivals and customs
  • Investigate religious writings
  • Handle artefacts and special books
  • Reflect on personal experiences
  • Talk about values, beliefs and experiences
  • Use of art, music, drama, role-play and dance
  • Use of film and video and online resources
  • Use of discussion and story-telling
  • Expression of experience in non-verbal ways (eg. Freeze-frames)
  • Use of educational visits and visitors
  • Cooking within other cultures
  • The practise of Philosophy for Children (P4C) where opportunities arise.

Planned opportunities for enrichment involve:

• Visits to places of worship in the village; St. Nicholas church Abbots Bromley, St. Leonard Blithfield and Sacred Heart RC.
• Visitors such as Rev. Davis, Charitable organisations.
• KS2 take part in Derby faith trail – visiting four different places of worship in Normanton.


By the time our pupils leave RCFS we hope they will be enthusiastic about religious education and will confidently be able to:

• use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas and experiences and make links between them, and describe some similarities and differences both within and between religions.
• describe the impact of religion on people’s lives.
• explore and explain meanings for a range of forms of religious expression.
• raise, and suggest answers to, fundamental questions of identity, belonging, meaning, purpose, truth, values and commitments, recognising the implications and consequences of making moral choices.
• apply their ideas about identity and commitment in a diverse world to their own and other people’s lives.
• describe what inspires and influences themselves and others, especially their commitments, values and choices.
• recognise in themselves and others some reactions to living alongside others who have a different faith or stance.

Staffs Agreed Syllabus Religious Education



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