Religious Studies (RS) is important to ensure that students learn about the diverse beliefs and practices of different people, with different ways of life. Our RS curriculum equips students with the knowledge and skills to be able understand the world around them. Students develop their knowledge of, and skills in, theology, philosophy and the social sciences and consider contentious, real-world issues.
We are committed to ensuring our students have a rich understanding of the diversity as well as similarities of beliefs and practices across different religions. Students also learn about the diversity of beliefs and practices within religions, as well as the diversity of non-religious beliefs. This allows them to navigate the political, social and religious world around them both in further studies and everyday life.
We never shy away from teaching the tensions and contradictions both within and between religious and non-religious belief. This is to ensure that students develop rich knowledge, which will be the foundation upon which they can develop other skills. We believe that every student, regardless of current or prior attainment, has the right to study RS through a carefully sequenced curriculum with a range of religious and non-religious attitudes. Students consider these with regards to real world issues. We embed explicit instruction and retrieval practice into our lessons to ensure that SEND students are fully supported.
We are also committed to teaching the different disciplinary skills. Students develop their extended writing in lessons. Students develop their explanation and analysis of different religious texts, interpretations, ideas and concepts through the use of carefully selected terminology. Students develop knowledge and skills in RS disciplinary skills: theology, philosophy and social sciences. This develops students’ knowledge of religious scripture and the different ways that it can be used in a global and social platform. Students also have the opportunity to develop their skills in debate and discussion, both verbally and through their written work.
Through the teaching, learning and discussion of diverse beliefs and practices, students have the opportunity to break down and examine their own preconceptions and prejudices. They discuss, question and understand better their own beliefs and practices. This allows their own personal growth so that they can understand and enjoy the multi-cultural world around them.
Year 7
In Year 7 students start by looking at how the belief in god(s) originated and how this eventually led to the Abrahamic faiths. This is studied from a historical perspective. From there, students then learn about the development of Judaism, Christianity and Islam from a theological and historical perspective.
Year 8
In Year 8, students learn about the philosophy of religion. They then learn about Sikhism. This gives them a broader understanding of the diversity of religious beliefs and practices across the world. This is studied from a theological, philosophical and sociological perspective.
Year 9
In Year 9, students begin to apply their knowledge of religious and non-religious belief to real-world issues. While learning about beliefs around life and death, students begin to develop their knowledge of 'morality' both from religious and secular standpoints. This unit of study allows students to develop their ability to propose an argument and hold a debate. Students will also study the history of the Church and Christian denominations, lending them a broad understanding of the complexity of the Church and how it has changed and developed both religiously and politically over time.
Key Stage 4
In Year 10 and Year 11, students study the beliefs and practices of Christianity and Islam, and then philosophy, religion and ethics. This allows students to understand the importance of religion in the real world and how it can support moral decision making and attitudes to contentious issues.
Key Stage 5
In Year 12 and Year 13, students further deepen their knowledge and understanding of Christianity, philosophy and ethics acquired in Key Stage 3 and Key Stage 4. In Year 12, students engage with the more complex aspects of Christian beliefs and practices learned in earlier years such as the Trinity, judgement, and the problem of evil. Students explore arguments for the existence of God. In Year 13 students explore Christian attitudes to modern issues such as science, sexuality, and freedom of expression. Students also explore more complex philosophical concepts such as meaningful language and meta-ethics.