RE (KS3 and KS4)
Curriculum Intent
The Humanities Faculty comprises three core subjects, History, Geography and Religious Studies. Vocational Travel and Tourism is also offered at KS4. Collectively these subjects aim to create global citizens who have a secure understanding of the world around them and the relationship between our past, present and future.
Across all Humanities subjects, the curriculum aims to inspire pupil’s curiosity and fascination about the world, its people and its past. Pupils are encouraged to study the complexity of the Earth through the study of people’s lives, the process of change, the diversity of societies and places, as well as their own identity and the challenges of their time. As pupils progress, they should develop a sophisticated understanding of the relationship between the Earth’s key physical and human processes and explain how this has been shaped and changed over time. The curriculum is rich with SMSC opportunities which allows students to develop a greater level of tolerance, alongside understanding and empathy towards people, cultures and the environment.
The aims of the curriculum are to allow students to:
- Think, write, communicate and read as well as experts in their field.
- Study a range of religious topics which broaden and deepen their understanding of the world around them and the influences on human’s behaviours.
- Investigate the impact of religious beliefs and teachings on individuals, communities and societies, whilst being able to apply a wide range of religious and philosophical vocabulary and sources of evidence consistently and accurately.
- To reflect on their position as Citizens of the UK and the wider world in order to develop a sense of identity and belonging which underpins the core British values.
- Understand the key concepts of each discipline and use them to make connections, draw contrasts, analyse trends and frame valid questions
- Grow cultural capital through a range of opportunities and experiences both within and outside of the classroom.
- Be prepared for adult life, employment and lifelong learning through the development of transferable skills, self-regulation and independent study.
KS3 Curriculum Overview
Key Stage 3 Curriculum Overview:
| HT1 | HT2 | HT3 | HT4 | HT5 | HT6 | |
| Y7 |
Core RS Sikhism How does Sikhism promote equality? Students learn about how the Sikhism developed out of a response to social injustices that existed in India, Students will learn about the beliefs and practices of Sikhs which aim to reduce social injustice for example the creation of the Khalsa and the practice of the Langar. |
Core RS Christianity Is Jesus God Incarnate? Explain how the Bible uses different types of text (for example, the Gospels) and language (such as metaphor) to communicate ideas about Jesus as God incarnate Explain and show how Christian worship reflects Christian beliefs in Jesus as God incarnate Reflect on the value of belief in Jesus as God incarnate for Christians in the world today.
*To be updated with Abrahamic faiths |
Core RS Christianity and Islam Life after death What happens when we die? Explain the key beliefs about life after death in at least two traditions Show how religious and non-religious beliefs about life after death affect the way people live, including how death is marked Evaluate how far different ideas about life after death help students to make sense of the world, offering reasons and justifications for their responses.
*To be replaced with Dharmic/Hindu beliefs |
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| Y8 |
Core RS |
Core RS The study of Humanism |
Core RS What does it mean to be Human? The study of Buddhism Describe how the life of the Buddha led to his teachings (dharma/ dhamma) Explain the Buddhist dharma (i.e. universal truths, Noble Truths Noble Path) Show how Buddhist teachings guide them in making moral decisions (e.g. non-violence, vegetarianism) Evaluate how far the ideas of the Buddhist dharma help students to make sense of the world and their own experience.
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KS4 Curriculum Overview
Key Stage 4 Curriculum Overview:
| HT1 | HT2 | HT3 | HT4 | HT5 | HT6 | |
| Y9 |
Core RS Islam Core and Diverse Islam: What is universal and what is different? Students about the diversities in Islam learning about the historical split between Sunnis and Shias and learning about the diversity of the Nation of Islam. Students will investigate the inequalities in the Nation of Islam and learn how Pilgrimage to Hajj demonstrate the unity within the Muslim Ummah. |
Core RS Religion and Human Rights Do religions support or undermine human rights in the world today? Give reasoned explanations of how concepts of human rights matter to Muslims and Christians. Give reasons and examples to account for how and why people put their beliefs about human rights, equality and freedom into practice in different ways, individually and in society Respond to the challenges raised by questions about human rights both in the world today and in their own lives, offering reasons and justifications for their responses. |
Core RS Religion and Life How Sacred is Life? Give reasoned explanations of how and why concepts of rights are important within the religions studied Show how beliefs guide people in making moral and religious decisions Respond to the challenges raised by questions of belief and practice about human rights, both in the world today and in their own lives, offering reasons and justifications for their responses. |
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| Y10 |
Core RE Social Injustice How do religions respond to social injustice? Students learn about the social injustice associated with wealth inequalities, in this unit they build on previous units which look at inequalities and how religion attempts to reduce discrimination and inequalities. Students learn about how religion responds to inequalities. And focus on the story of Moses and how he freed his people from slavery. |
Core RS The Environment Who is responsible for protecting the planet? Give reasoned explanations why stewardship is important within Christianity Explain and give examples of how Christian environmental activism reflects Christian beliefs in Stewardship Reflect on the value of the Environment and belief in God the creator. |
Core RS Marriage and Family How does religion impact on marriage and family life? Examine the nature, purpose and importance of marriage for Explore why marriage is seen as important by both Christians and society Discuss and analyse different Christian and divergent Christian attitude to marriage, divorce and contraception.
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Curriculum Overview 2024-25
What your child will learn in:
RE SMSC Statement
In Citizenship, SMSC and British Values are a fundamental part of the subject. The curriculum is designed as a spiral-curriculum, which is age appropriate, with an aim of developing well-rounded global citizens. From Year 7 through to Year 11 the students are challenged to think about their perspectives on many fascinating and important topics. The subject therefore naturally provides a sense of fascination and enjoyment as the pupils explore their thoughts and opinions and respectfully debate with others. As an example, the students are taught about the British democratic political system and have a chance to develop an understanding of what this system means for them as British citizens. In each year the students revisit politics and build on their knowledge throughout their school journey. They are given the opportunity to reflect on their beliefs which will help them to make informed decisions when they reach the voting age.
The students explore their place in the world as global citizens. They learn about the freedoms we enjoy as British citizens and the rule of law. They are given the opportunity to investigate how other countries treat their citizens. The students are taught about collective responsibility which enables them to think about how other people live around the world and their role in the world community. They learn about different cultures and develop a strong sense of tolerance.
Careers education is also taught in citizenship and the pupils are encouraged to think about their future and reflect on their possible pathways. The students are provided with opportunities to investigate different careers and learn about the labour market. This builds a sense of fascination as they explore and develop ideas of their dreams and goals.
Relationship, health and sex education are also taught in citizenship. The new statutory guidance, September 2020, forms an essential part of the curriculum. The students are encouraged throughout each year group to understand how different relationships work and to develop a strong sense of tolerance. The teaching and learning also helps the students to explore moral issues and which will enable them to make informed decisions as they grow into young adults.
The students often work together in groups to discuss and respectfully challenge other opinions. This helps develop their social skills as they work with people from different backgrounds, working outside of their usual friendship groups and developing strategies to communicate in a respectful way.
