Religious Education
Overview of Religious Education at Lache Primary School
At our school, Religious Education (RE) plays an important role in helping children develop respect, understanding and appreciation of different beliefs, cultures and ways of life. We teach RE weekly using PlanBee resources alongside the Cheshire West and Chester Agreed Syllabus for Religious Education, ensuring a broad, balanced and engaging curriculum.
Throughout their time at our school, children learn about the major world religions, including Christianity, Islam, Sikhism, Hinduism, Judaism and Buddhism, as well as Humanism and other worldviews. Through enquiry, discussion and reflection, pupils explore beliefs, values, traditions and practices, while developing their own understanding of the world around them.
Our RE curriculum is enriched through the teaching of British Values and the No Outsiders programme, which promotes respect, equality, inclusion and celebration of diversity. These opportunities help children understand and appreciate different cultures, beliefs and backgrounds, preparing them to be thoughtful and responsible members of modern British society.
We further enhance learning through assemblies, themed days and special events, where pupils explore important religious and cultural celebrations such as Eid, Diwali, Hanukkah, Vaisakhi, Christmas and Easter. By experiencing and learning about a wide range of traditions, children develop empathy, curiosity and respect for others.
At the heart of our RE curriculum is the belief that every child should feel valued and included, while gaining the knowledge and understanding needed to thrive in our diverse world
SEND at Lache Primary School
At Lache primary we believe that SEND pupils have an absolute entitlement to the important knowledge that they will need in life, for which RE plays a significant role. Careful task design can be useful in making the key aspects of RE lessons clearer and more accessable for pupils with SEND; those who find learning more difficult are likely to disadvantaged by overrly elaborate task design which can make it harder for pupils to give attention to what they should be learning.
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