About the publication
Editorial policy and corrections
Read how YAH for Schools prepares resources, distinguishes source perspectives, checks examples and handles corrections.
This policy describes how the current YAH for Schools edition was prepared and the standards used in its explanations and activities. The aim is useful, accurate educational material with a clear distinction between a source's position, an interpretation and an original classroom example.
What counts as a source
| Source type | Appropriate use | Limit to keep in mind |
|---|---|---|
| Government guidance | Checking the relevant jurisdiction, requirements and official context. | A summary may not cover every school type or commencement date. |
| Professional subject guidance | Understanding a named approach to curriculum design and teaching. | It is not automatically a statutory requirement or an approval of this website. |
| Academic reference or scholarship | Checking concepts, distinctions and areas of disagreement. | A scholarly account can be complex or contested and needs age-appropriate explanation. |
| First-party worldview statements | Examining how an organisation describes its position. | A statement does not establish what every individual with a similar label believes. |
| Original fictional examples | Practising explanation, reasoning and discussion. | They are not observations, research findings or quotations from real pupils. |
The relevant guides link to the sources used, with a checked date. A source date, an access date and the date of a new resource are different facts. An older source can still be useful, but dated research or future provisions must not be presented as a current requirement.
Representation and terminology
Definitions are explained in their context. Where a term has more than one usage, the guide says so and gives learners a way to identify the intended meaning. Atheism, agnosticism, humanism and non-religion are not treated as interchangeable labels. An organised worldview is not a complete account of an individual's life.
Examples should allow learners to disagree with an idea while respecting people. Activities assess understanding, interpretation and reasoning. They do not rank personal beliefs or require disclosure of a pupil's or family's identity.
Original examples and source text
Classroom scenarios and suggested answers are original and explicitly fictional. Suggested reasoning is offered as a model to examine, not an instruction to reach one compulsory philosophical conclusion. Numerical examples are invented for the activity and are not disguised as real school data.
The site links to outside texts instead of reproducing book chapters, historical campaign material or images without permission. Attribution identifies a source; it does not itself grant a right to republish it. The reuse terms apply only to this publication's original material.
Preparation and review of this edition
AI-assisted drafting and source checking were used in the 3 November 2026 edition. The preparation included comparison with the linked source material, checks for unsupported affiliation and curriculum claims, checks that fictional examples were labelled, and tests of the pages and downloads. This was not independent human subject-expert review or a classroom trial. No such review, qualification or approval is implied by the organisational byline.
The curriculum-context guide separates England from Wales. Teachers should check the applicable current guidance and their school's curriculum before selecting a lesson. The materials are supplementary explanations and activities.
Corrections and revisions
A useful correction identifies the page, the exact statement, the reason it may be wrong and a source that supports the proposed change. Please avoid including pupil names, personal belief disclosures or other confidential school information. The contact page states the available route and its current limits.
Substantive corrections should change the affected explanation and its recorded update date. A revised activity should have its HTML and PDF updated together. Cosmetic changes and routine uploads are not reasons to advance the editorial date of every article. The date displayed on a page is not a claim that all its sources were newly published that day.
Reviewing material over time
Curriculum statements should be revisited when official guidance changes and at the start of a school year. Conceptual explanations should be reconsidered after substantive source changes or well-supported corrections. Downloads, links and accessibility features need checking after changes to the relevant resource or templates. These are maintenance criteria; the site does not claim that a future review has already happened.