In what ways do Jewish and Muslim faith schools in Britain play a role in promoting and contributing to community cohesion? What 21st-century skills around intercultural understanding do they foster? This book examines the nuances of faith in school settings and draws on a case study of Jewish and Muslim faith schools. The authors show how these institutions play a role in sustaining their own religious heritage while also engaging with, and keeping safe from, the wider community. It sets this case study approach within an historical perspective on faith schools and their relationship with the state in the UK and Europe, and gives an overview of key debates on faith schools. Finally, it examines practical curricula suggestions that all schools can adopt to develop skills around tolerance and engagement to prepare students to live and lead in a diverse 21st century. The book conveys: the experiences of some Jewish and Muslim schools within England gathered from one-to-one interviews with teachers, parents, and community representatives, and from focus groups with children; a more detailed understanding of Jewish and Muslim concepts of community; perceptions of anti-Semitism and Islamophobia; alternatives for preparing children for the skills and knowledge needed in the 21st century; and the implications for policy and practice in faith schools and those not characterized by a religious ethos or affiliation. This publication is for school leaders, teachers, teacher trainers, students and parents. It will also interest government and non-government bodies relating to race relations and education. Following the introduction: The context of learning, the contents are: (1) Faith schools: Historical and legal background; (2) Faith schools and the wider community: Controversy and debate; (3) Jewish perspectives and concepts of community; (4) Muslim perspectives and concepts of community; (5) Skills for engagement; and (6) Conclusion: Where reaching starts and stops. Also included is a Bibliography.