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Bolton Primary School

Caring - Inspiring - Enjoying - Excelling


World Views and Religion

World Views and Religion

Subject Lead Ruth Elstone

Monitoring Governor - Bronwen Maxwell


Purpose of study:

World Views and Religion is a core subject of the national curriculum and is seen as an important dimension of human life. We acknowledge the important part that this subject plays in the “wider” curriculum and in the development of the whole child.

Bolton Primary School follows the Cumbria Agreed Syllabus that reflects the fact that the religious traditions in Great Britain are mainly Christian, whilst taking account of the teaching and practices of the other religions represented.


In the teaching of WV&R we aim to:

  • enable pupils to explore and to come to an understanding of the nature of religious beliefs and practices, and their importance in the lives of believers, communities, societies and culture;
  • give pupils the opportunity to develop their own beliefs and values for life, helping them to make moral choices and decisions about what they believe;
  • allow pupils to grow in their spiritual development and develop a sense of awe and wonder and mystery;
  • provide them with the appropriate skills required for learning about religions and to foster positive attitudes in order to learn from religions;
  • develop in pupils respect for the religious beliefs and practices of others - promoting tolerance and understanding towards believers of other faiths;
  • allow pupils to explore some questions of meaning and consider how the world’s religions have responded to them and form their own opinions.



The broad content is taken from the Cumbria Agreed Syllabus.

Some topics are either wholly or mainly Christian in content but opportunities to highlight similarities with other faiths will always be sought. “Thematic” topics aim to compare ideas and practices across different religions such as commitment and pilgrimage.


WV&R is important because it enables the young people of Cumbria to express their own enquiring, informed and reflective views about beliefs and values. The subject contributes dynamically to children’s education by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. In WV&R they learn about and from religions and worldviews in local, national and global contexts. They will discover, explore and consider different answers to questions. They will learn to consider the value of wisdom from different sources and to develop and express their insights in response, and to agree or disagree respectfully. World Views and Religion teaching should equip pupils with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities. It should develop in pupils an aptitude for dialogue so that they can participate positively in our society with its diverse religions and worldviews. Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.

Christianity should be studied throughout each key stage. The other 5 principal religions represented in Britain should be studied across the key stages. By the end of KS2 pupils should have an adequate understanding of at least 3 religions. They should also have knowledge of aspects of other religions and world views, especially those with a significant local or topical presence.

Early Years:

Children are given opportunities to speak in familiar groups and will talk about their ideas. They will be given the chance to talk about how they and others show feelings, talk about their own and others’ behaviour and actions. They will work as part of a group or class and understand and follow rules. Children will be encouraged to take account of other another’s ideas and show sensitivity to other’s needs and feelings. Children will be given the opportunity to talk about events in their own lives and the lives of family members. They will look at similarities and differences between themselves and others, and among families, communities and traditions.

Key Stage 1:

In Key Stage 1, WV&R is planned in half termly topics on a two-year cycle. In Key Stage 1, the units are more general covering Christianity and Islam through units such as Places of Worship, Gifts and Giving and Rules and Routines.

Key Stage 2:

In Key Stage 2, WV&R is planned in half termly topics on a two-year cycle. Christianity, Buddhism and Islam are the chosen religions for a more in-depth focus; however, they will also study some elements of other world religions to highlight similarities, during units such as Peace and Justice and Freedom.

In both key stages, where possible cross-curricular links with other learning are made.

During appropriate times in the year, pupils will experience sessions on the theme of Easter and Christmas that will not be part of the half term topic.  The pupils’ experience and knowledge will be enhanced through special assemblies, visitors and participation in church services e.g. Christingle and subject curriculum days.

The work for the study units will be taught over a 2-year rolling program: Y1/2, Y3/4, Y5/6. We have designed this to complement learning and experiences in PHSE, assemblies and P4C.


Teaching and Learning:

All children will study either WV&R or PHSE one session per week.  They will experience a World View and Religion themed assembly weekly. To make the sessions lively and active, we employ a variety of teaching methods including discussion, development of thinking skills, music, art, drama/ role play, dance, poetry and prose, and the use of periods of stillness and reflection. Children will have the opportunity to make decisions, share opinions, generate ideas and interpret information.

We also employ several resources to enhance the teaching and learning, including internet/interactive resources, D.V.D.s, video clips, artefacts, books and visual aids that are stored mainly in the topic boxes. We also explain and reinforce regarding objects and images associated with religions as sacred objects that have special meaning for a particular religion and pupils will be encouraged to view them accordingly.


Parents have a legal right to withdraw their children from WV&R and provision will be made for such children with a member of staff. Parents considering this are encouraged to come into school and discuss their concerns and look at our policy, provision and practice.

Visits and Visitors:

We consider that visiting different places of worship are important for developing the pupils’ knowledge of religious beliefs and customs but where this is not possible, experiences will be sought through online virtual tours and immersing pupils through quality resources. Children at Bolton Primary will visit All Saints Church, in our village, at least twice a year for services: Remembrance and Christingle. It is likely to be visited during the places of worship topic KS1 and Worship in Y5/6.

We encourage staff and pupils to invite into school people with willingness to share their religious beliefs. During the two-year cycle, the aim will be to arrange a visit with Imran Kotwal (Muslim learners service) and take an excursion to the Buddhist Temple at Ulverston, Cumbria.


There is a whole school policy on Special Educational Needs. Children with special needs are expected to participate in the subject as fully as possible. The activities will be differentiated appropriately and sometimes they will be working with partners or in small groups that are mixed ability so that they can learn from other children. Tasks will be planned to cater for all children in the group.


There will be a unit ‘assessment’ at the end of the block of learning based on key learning objectives that are made clear in the medium-term plan. For some children and particularly for younger children, it may be appropriate for an adult to scribe their responses and answers. Teachers may record verbal responses to questions when assessing. Teachers will make best fit judgments when deciding whether a pupil is towards, at, or above the expected standard.

Assessment will also take place informally through observation, open questioning, discussions and marking children’s work. This information will be recorded on our school’s foundation tracking sheets and shared termly with parents.


Evaluation. Monitoring and Review:

There is a whole school policy on Reporting, Recording and Assessment. Children will undertake an initial and end of unit assessment, so that the class teacher can ensure that each pupil is set work that is appropriately challenging and the topic builds on their previous learning. The child’s progress will be recorded by the class teacher and shared with pupils and parents in their individual annual report and twice yearly in their interim reports, as well as during parent consultations. The children will record their work in their WV&R book or through drama presentations and possibly in some assemblies.


This policy is a working document and should be updated every two years.

The subject lead (from September 20) is Ruth Elstone and the current governor with responsibility for WV & R. is Bronwen Maxwell.  



This policy was reviewed SUMMER 2021 and will be reviewed again SUMMER 2023.