Religion and World Views and SMSC

Religion and World Views

Religious Education now known as Religion and World Views is a fundamental part of the curriculum in our school. We teach children about the different faiths as well as Christianity to ensure they have a good understanding and appreciation of the beliefs of others. This links into our British values of tolerance and respect for others.

The current overview: Religion and World Views (RE) Overview

R & WV (RE) Curriculum Overview

We use outcomes from the Bedfordshire Syllabus for RE linked into Understanding Christianity. Collective Worship is closely aligned to our RE teaching.

Collective worship is organised on a two year cycle which encompasses Christian Values and themes from the Christian calendar. We hold a daily act of collective worship in our school from Monday to Friday. These include worship led by the head teacher, clergy, chaplains, teachers and their classes, singing and celebration collective worship. We visit Christ Church three times per term for services. These include Harvest, Christmas, Ash Wednesday and Easter. In addition there are six prayer days across the year linking the Understanding Christianity units and themes from the school calendar.


At Holy Trinity we believe that learning encompasses far more than just the subject areas of the National Curriculum. Spiritual, Moral, Social and Cultural development is the term used to encompass this dimension within schools. Ofsted look at this area when they inspect schools.


SMSC stands for spiritual, moral, social and cultural development.


We have written  our Spirituality Policy to clarify what we mean by spirituality and how we support our pupils and community.

HT Spirituality Policy 2023

Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.

Ofsted definition of ‘spiritual development’

Pupils’ spiritual development is shown by their:

  • ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning willingness to reflect on their experiences.


Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.

Ofsted definition of ‘moral development’

Pupils’ moral development is shown by their:

  • ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
  • understanding of the consequences of their behaviour and actions
  • interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.


Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the ‘British values‘ of democracy, the rule of law, liberty, respect and tolerance.

Ofsted definition of ‘social development’

Pupils’ social development is shown by their:

  • use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.


Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.

Ofsted definition of ‘cultural development’

Pupils’ cultural development is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
  • understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities