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Mesne Lea

Primary School

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Religious Education

Mrs Williams - Religious Education Lead


We believe that studying religious and non-religious worldviews is essential if pupils are to be well prepared for life in our increasingly diverse society. Pupils need to acquire the necessary knowledge and skills to make sense of the complex world in which they live so that they can 'respect religious and cultural differences and contribute to a cohesive and

society' (RE Review 2013).


Our Religious Education curriculum aims to motivate and inspire children through an engaging curriculum that challenges all learners whilst ensuring Mesne Lea's school values are always at the heart, leading to outstanding spiritual, moral and academic development of all pupils. Promoting inclusivity by exposing students to a diverse range of religious traditions and beliefs. It aims to create an environment where students feel respected and valued regardless of their own religious background or beliefs. The intent is to foster an atmosphere of tolerance, understanding, and open-mindedness, enabling students to appreciate and engage with different religious perspectives.


Religious education involves providing students with a comprehensive understanding of different religions. It includes introducing students to the key principles, rituals, practices, and figures associated with various faith traditions. Teachers employ a balanced approach, presenting information about multiple religions without bias or favouritism. They encourage critical thinking and analysis, allowing students to examine religious texts, teachings, and ethical dilemmas from an objective standpoint.


Our RE curriculum is developing further as we move from the Salford Syllabus to Kapow Primary. 


The implementation of religious education emphasises the ethical and moral development of students. Teachers facilitate discussions and activities that explore the ethical principles and values inherent in different religions. They help students understand how these principles can be applied to their own lives and encourage them to develop a strong moral compass. This implementation fosters an environment where students can make informed decisions and act ethically, irrespective of their personal religious beliefs or non-belief.


Our curriculum is ambitious and enables all pupils to achieve well and attain high level outcomes by the end of each Key Stage. We aim to enrich the curriculum by organising visits to places of worship in the immediate vicinity of the school. Faith leaders and other members of the community are also invited into school to contribute to learning in the classroom as an additional valued resource. 


The impact of religious education is reflected in students' increased cultural awareness and understanding. They gain knowledge about various religious traditions, enabling them to appreciate the customs, festivals, and practices associated with different faiths. This impact extends beyond the classroom, as students become more equipped to navigate a diverse and multicultural society with sensitivity and respect.


Religious education positively impacts students' ethical decision-making skills. By exploring the ethical principles of different religions, students develop a strong moral foundation and a sense of personal responsibility. They are empowered to make ethical choices based on their understanding of compassion, justice, and other British values. This impact prepares them to be thoughtful and ethical individuals in their future endeavours.


Assemblies and Collective Worship at Mesne Lea


We have a number of different approaches to assemblies. 


Examples include:

  • A weekly celebration assembly where pupils’ achievements in the classroom and out (such as in sports teams) are rewarded.
  • An assembly based on materials from a charity or organisation: many provide assembly plans, including UNICEF, CAFOD and the Woodland Trust.
  • A talk from a visiting speaker or performer, for example a sports personality, musician or author, or a representative of a charity like Childline.
  • A series of assemblies focusing on a school value: resilience, kindness, respect, honesty, determination
  • An assembly tied in with a nationwide event or awareness campaign, such as Anti-Bullying Week or World Book Day.
  • An assembly based on current affairs, such as climate change or food poverty.
  • Assemblies to address an issue that is affecting pupils, such as bad behaviour at playtimes.
  • A class assembly, where one class each week leads the assembly, usually showing what they’ve been learning, e.g. through showing work, drama, dance and music.
  • Singing assemblies where children learn new songs, perhaps for performing in a school concert.


Assemblies are typically held at the start of the day, although they don’t have to be.


In accordance with DfE legislation, all schools must hold a daily act of collective worship that must be ‘wholly or mainly of a broadly Christian character.’ The definitions of both collective worship and Christian character are broad. Our are linked to our school values, which are reflected upon daily.