The intention, implementation and impact of our Religious Education curriculum is broken down in Key Stage study below.

As a church school, every student has the right to study Religious Education to full course GCSE level in order to develop an understanding of the world’s major religions and a deep sense of spiritual awe and wonder.

In particular, students learn about the Christian faith, developing a knowledge of the trinitarian God and an understanding of the person, life and works of Jesus Christ.

Key Stage 3

Intent

All students should:

• Develop religious literacy – knowledge of, and ability to understand, religion. This will include Christianity, Islam, Judaism, Buddhism, Hinduism, Sikhism and other world views such as humanism.

• To understand Christianity as a living world faith and the connection that Christianity has on Britain’s cultural heritage and the lives of people worldwide. This includes that ways in which Christianity is unique and diverse.

• Have opportunities to engage with the theological, philosophical and human science aspect of religious studies, including engaging with a range of texts, art, music and other forms of evidence to support their knowledge.

• Be able to form reasoned opinions based on the ability to evaluate key questions. This includes understanding and empathising with a range of viewpoints, demonstrating open-mindedness and being willing to question.

• Consider the link between beliefs and behaviour to develop an understanding of the impact that beliefs have on individuals and communities. Whilst also becoming increasingly sensitive to the impact of their ideas and behaviour on other people.

• Be provided with a safe space for pupils to discuss religious, spiritual and philosophical ideas.

Implementation

• Staff encourage students to ask questions and discuss the broader issues raised by the lesson content.

• The design of the KS3 curriculum is built around questions which prompt students to explore how faith and action interest. Each topic is linked to a focus on Philosophy, Theology or Human Sciences.

• All assessments are tied to key skills of Evaluation, Enquiry and Analysis. All lesson schemes allow students to develop and practise these skills and build upon them. Each lesson has a set criteria by which students are assessed. These assessments also have a literacy focus tied to a particular skill.

Impact

• Develop increased and confident religious literacy for all students.

• Students are able to develop argumentation and evaluation skills as well as present different sides of an argument and draw a reasoned conclusion. They should be able to support their points with evidence from a range of sources.

• Students are accepting of the fact that people can have different views without compromising their own beliefs and values and should foster empathy and tolerance within a diverse world.

• Students will feel confident to explore issues of spirituality, social justice, philosophy and ethics and to ask questions about what they experience and observe.

Key Stage 4

Intent

In Key stage 4 all students should:

• Have the opportunity to study RE at an academic GCSE level.

• Develop a deeper theological understanding of Christianity, Islam and non-religious beliefs, such as atheism and Humanism.

• Consider divergent views within these traditions on spiritual and moral issues.

• Build on existing skills of evaluation, enquiry, analysis and reflection to construct detailed investigation of religious belief and thematic issues.

• Have a richer and deeper understanding of the role of religion in the wider world.

• Be able to apply religious teachings to 21st century issues such as environmental issues and social justice.

• Develop skills of listening and a willingness to learn from others, even when others’ views are different from their own.

• Value difference and diversity for the common good and appreciate that some beliefs are not inclusive and consider the issues that this raises for individuals and society.

Implementation

• Students have opportunities to engage in wider debate and explore in more detail the impact of modern moral issues on society.

• Learn about the various denominational differences within Christianity and Islam and the impact that his has on belief and practice.

• Students are given opportunities to listen and engage with religious organisations and outside speakers on moral and spiritual topics and the impact this has on belief.

• Students consider their views and those of others.

• Students have a safe space to explore own religious, spiritual and philosophical ways of thinking.

Impact

• Students have developed a nuanced understanding of faith and expressions of faith around the world.

• Students have developed their knowledge and understanding of religious beliefs, teachings and sources of wisdom.

• Students are able to construct well-argued, well-informed, balanced and structured written arguments.

• Students are able to reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life.

• Students are able to achieve a GCSE in an academic subject.

Key Stage 4 Assessment

GCSE Exam Board: AQA Religious Studies A

GCSE Assessment:

• Paper 1A – Christianity
• Paper 1B – Islam
• Paper 2 – Thematic Studies