Curriculum – Religious Studies

Religious Studies curriculum aims to:

1. Provide Inclusive and Ambitious Challenge for All

We will ensure that every pupil is supported and challenged to explore religious, philosophical and ethical ideas with curiosity, confidence and respect, regardless of background, prior knowledge or personal worldview

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Design an inclusive curriculum that reflects the diversity of religious and non-religious worldviews in modern Britain and enables all pupils to see their experiences and perspectives valued within learning;

Adapt teaching responsively through effective formative assessment, enabling pupils to deepen knowledge, refine evaluative skills and engage critically with increasingly complex concepts and sources of wisdom and authority;

Regularly review and refine the curriculum through evidence-informed evaluation to ensure it remains ambitious, relevant and responsive to local, national and global religious and social contexts.

2. Build Knowledge, Skills and Understanding

We will ensure pupils develop secure substantive knowledge and disciplinary understanding that enables them to think critically about religion, belief and human experience;

Teach pupils rich and powerful knowledge of religious beliefs, teachings, practices and lived experiences, with particular depth in Christianity and Islam at Key Stage 4;

Sequence learning coherently so pupils build cumulatively on prior knowledge, making connections between beliefs, practices, ethical issues and historical and contemporary contexts;

Develop disciplinary skills of enquiry, interpretation, analysis and evaluation, enabling pupils to construct reasoned arguments, weigh evidence and engage thoughtfully with ultimate questions about meaning, truth, morality and existence.

3. Develop Literacy and Academic Communication Across Religious Studies

We will prioritise disciplinary literacy so pupils can communicate sophisticated religious, ethical and philosophical understanding with clarity and precision;

Ensure all pupils develop confident reading, writing, speaking and listening skills through engagement with sacred texts, scholarly interpretations and contemporary ethical debate;

Embed subject-specific vocabulary consistently so pupils can accurately interpret, discuss and evaluate religious concepts, beliefs and practices;

Develop extended written argumentation and evaluative judgement, enabling pupils to justify viewpoints using evidence, reason and balanced consideration of alternative perspectives.

4. Establish the Value of Religious Studies to the Individual, the World of Work and Society

We will ensure pupils understand the relevance of Religious Studies in developing informed, reflective and responsible citizens;

Help pupils understand the distinctive contribution of Religious Studies as a discipline that explores belief, identity, meaning, morality and human experience through critical and reflective enquiry;

Equip pupils with transferable skills including critical thinking, analysis, empathy, interpretation and reasoned debate that prepare them for further study and a wide range of professional pathways;
Develop pupils’ moral awareness, intellectual openness and capacity for respectful dialogue, enabling them to participate positively in diverse communities and modern democratic society;

Provide opportunities for pupils to reflect on their own worldview and values, supporting personal growth, aspiration and informed decision-making.

5. Explore Ethical, Cultural and Moral Dimensions of Human Experience

We will broaden pupils’ understanding of the world and their place within it through thoughtful engagement with religious and philosophical perspectives;

Explore ethical, cultural and moral questions through the study of religious and non-religious responses to contemporary issues including justice, relationships, peace, conflict and human rights;

Develop understanding of the diversity and lived reality of faith and belief in local, national and global contexts;
Encourage pupils to reflect critically on their own assumptions and engage respectfully with differing worldviews, fostering wisdom, compassion and informed global citizenship.

KS3 Curriculum:

Develop exam skills including:

• Identifying key points in questions
• Selecting relevant religious evidence
• Structuring extended responses Using evaluation skills (AO2) to reach supported conclusions.

KS4 Curriculum:

Sample Scheme of work

Life Skills in R.S. –

RSE –

The Religious Studies curriculum is deliberately designed to support students’ Relationships and Sex Education (RSE) alongside academic progress, ensuring that key themes of relationships, respect, consent, family life, personal safety and ethical responsibility are revisited and deepened across Key Stages 3 and 4. Through carefully sequenced enquiry-based learning, students explore complex questions around human relationships, identity, commitment, moral choice and respect for others, enabling them to develop as informed, respectful and reflective young people.

Across KS3, RSE concepts are embedded through philosophical and ethical enquiry. In Year 7, “What is Good and What is Challenging About Being a Religious Teenager in Britain?” encourages students to reflect on identity, belonging, respect and navigating relationships within diverse communities. Discussions of religious life and belief systems promote understanding of tolerance, difference and mutual respect. “Should Religious Buildings Be Sold to Feed the Starving?” develops empathy and consideration of moral responsibility towards others.

In Year 8, “Does Living Biblically Mean Following the Whole Bible?” enables students to consider how values and beliefs shape expectations around relationships, commitment and family life. “Does Religion Help People Be Good?” develops understanding of moral decision-making, respect and ethical responsibility within relationships, while “Is Death the End? Does it Matter?” encourages sensitive reflection on change, loss and the ways relationships evolve over time.

By Year 9, students engage with increasingly complex issues relating to consent, power and respectful relationships. “Should Happiness Be the Purpose of Life?” encourages reflection on emotional wellbeing, self-worth and healthy relationships, while “Is Religion a Power for Peace or a Cause of Conflict?” explores forced marriage, abuse of power, conflict resolution and the importance of equality and consent. Students develop the ability to recognise harmful behaviours and consider where support can be sought.

At KS4, these themes are revisited explicitly through AQA thematic studies. Theme A: Relationships and Families develops understanding of marriage, civil partnerships, parenting, consent, equality, stereotypes and respectful relationships. Students critically evaluate religious and non-religious perspectives on sexual ethics, contraception and family life, while developing awareness of legal protections and individual rights. Theme B: Religion and Life supports discussion of pregnancy and ethical decision-making, including abortion, while Theme E: Crime and Punishment develops understanding of exploitation, abuse, harassment, hate crime and safeguarding within society.

The curriculum is sequenced so that students move from recognising relationship concepts at KS3 to analysing, evaluating and questioning them at greater depth in KS4. Through discussion, debate and extended evaluative writing, students develop oracy, critical thinking and emotional literacy, enabling them to articulate informed viewpoints and navigate relationships responsibly.

Overall, the RS curriculum makes a significant contribution to RSE by enabling students to engage meaningfully with real-world issues through rigorous academic study. It ensures pupils develop not only as knowledgeable learners of religion and philosophy, but as respectful, informed and ethically aware young people, prepared for healthy relationships and life in modern Britain.

Health Education –

The Religious Studies curriculum is deliberately designed to support students’ health education and personal wellbeing alongside academic progress, ensuring that key themes of mental wellbeing, resilience, personal safety, healthy decision-making and emotional development are revisited and deepened across Key Stages 3 and 4. Through carefully sequenced enquiry-based learning, students explore complex questions around happiness, suffering, identity, conflict, self-worth and moral responsibility, enabling them to reflect critically on their own wellbeing and the challenges of modern life.

Across KS3, health education is embedded through philosophical and ethical enquiry. In Year 7, “What is Good and What is Challenging About Being a Religious Teenager in Britain?” explores belonging, identity, peer pressure and personal safety, helping students consider how values and choices influence wellbeing. Discussion of Sikh practices, including the kirpan, supports understanding of responsibility, law and managing risk within diverse communities. “Should Religious Buildings Be Sold to Feed the Starving?” develops awareness of social responsibility, empathy and ethical responses to inequality.

In Year 8, units such as “Does Religion Help People Be Good?” encourage students to reflect on emotional regulation, moral decision-making and the role of community participation in supporting wellbeing. “How Can People Express the Spiritual Through Art and Music?” promotes understanding of creativity as a positive outlet for emotional expression, while “Is Death the End? Does it Matter?” supports sensitive discussion of grief, dignity and emotional resilience.

By Year 9, students engage with increasingly challenging issues linked to mental health and wellbeing. “Should Happiness Be the Purpose of Life?” explicitly develops understanding of mental wellbeing, relationships, resilience and the factors that contribute to happiness and fulfilment. “Why is There Suffering? Are There Any Good Solutions?” encourages reflection on emotional challenge, coping strategies and support systems, while “Is Religion a Power for Peace or a Cause of Conflict?” develops understanding of healthy relationships, conflict resolution and emotional self-management.

At KS4, these themes are revisited through AQA thematic studies, where students critically evaluate issues including mental health, self-harm, suffering, ethical responses to distress and personal responsibility. Study of Islamic practices, including Ashura, supports thoughtful exploration of grief, loss and self-harm, encouraging sensitive discussion around support, resilience and emotional wellbeing. Students also consider the impact of harmful behaviours, social pressure and ethical decision-making in relation to modern health challenges.

The curriculum is sequenced so that students move from recognising health and wellbeing concepts at KS3 to analysing, evaluating and questioning them in greater depth at KS4. Through structured discussion, debate and reflection, students develop oracy, emotional literacy and critical thinking, enabling them to make informed decisions about their own wellbeing and recognise when support is needed.

Overall, the RS curriculum makes a significant contribution to Health Education by enabling students to engage meaningfully with real-world issues through rigorous academic study. It ensures pupils develop not only as knowledgeable learners of religion and philosophy, but as resilient, reflective and emotionally informed young people, prepared for the challenges and responsibilities of modern life.

Citizenship –

The Religious Studies curriculum is deliberately designed to support students’ personal development alongside academic progress, ensuring that key themes of citizenship, diversity, justice, responsibility and ethical participation are revisited and deepened across Key Stages 3 and 4. Through carefully sequenced enquiry-based learning, students explore concepts including rights, identity, social responsibility, power and community participation, enabling them to become reflective, informed and responsible citizens.

Across KS3, citizenship is embedded through philosophical and ethical enquiry. In Year 7, units such as “What Difference Does it Make to Believe in…?” and “What is Good and What is Challenging About Being a Religious Teenager in Britain?” develop understanding of diversity, inclusion and mutual respect within modern British society. “What Was So Radical About Jesus?” explores justice and social reform, while “Should Religious Buildings Be Sold to Feed the Starving?” encourages critical reflection on social responsibility and ethical decision-making.

In Year 8, students deepen their understanding of rules, values and responsibility through “Does Living Biblically Mean Following the Whole Bible?” and “Does Religion Help People Be Good?”, exploring morality, law and active citizenship. “How Can People Express the Spiritual Through Art and Music?” develops appreciation of cultural identity, while “Is Death the End? Does it Matter?” encourages reflection on dignity, human value and ethical responsibility.

By Year 9, students engage with increasingly complex social and philosophical issues through “Do We Need to Prove God’s Existence?”, “Why is There Suffering?”, “Should Happiness Be the Purpose of Life?” and “Is Religion a Power for Peace or a Cause of Conflict?” These units develop critical thinking around justice, conflict resolution, responsibility and global citizenship.

At KS4, these foundations are revisited through AQA thematic studies, where students critically evaluate issues including law, democracy, equality, prejudice and justice. Students analyse religious and non-religious responses to contemporary moral and political issues, developing reasoned judgement and informed evaluation.

The curriculum is sequenced so that students move from recognising citizenship concepts at KS3 to analysing, evaluating and questioning them at greater depth in KS4. Through discussion, debate and extended evaluative writing, students develop oracy, literacy and critical thinking, preparing them to participate thoughtfully in modern democratic society.

Overall, the RS curriculum makes a significant contribution to Citizenship education by enabling students to engage meaningfully with real-world moral, social and political issues. It ensures pupils develop not only as knowledgeable learners of religion and philosophy, but as thoughtful, informed and active citizens, prepared for life in modern Britain.

SMSC and BV –

The Religious Studies curriculum is deliberately designed to promote British Values and students’ spiritual, moral, social and cultural (SMSC) development alongside academic progress. Through carefully sequenced enquiry across Key Stages 3 and 4, students explore democracy, justice, individual liberty, mutual respect, tolerance and moral responsibility, enabling them to become thoughtful and active participants in modern British society.

Across all year groups, the study of Christianity, Islam and philosophical enquiry develops respect for diversity and freedom of belief. Units such as “What Difference Does it Make to Believe in…?” and “What is Good and What is Challenging About Being a Religious Teenager in Britain?” encourage reflection on identity, belonging and respectful participation within a diverse society.

British Values are explored explicitly through ethics-based enquiry. In Year 8, Ethics and Philosophy: Peace and Conflict develops understanding of democracy, individual liberty and the rule of law, while KS4 Theme E: Crime and Punishment enables students to critically evaluate justice, accountability and respect for civil and criminal law in England.

The curriculum supports spiritual development through reflection on personal beliefs and life’s big questions, particularly in units such as “Does Religion Help People Be Good?” Moral development is fostered through ethical debate and evaluation of right and wrong. Social development is strengthened through collaborative discussion and topics such as Sikh langar and peace and conflict, encouraging responsibility and positive contribution to society. Cultural development is embedded throughout all religion and philosophy modules, helping students appreciate diversity and recognise shared values across communities.

The curriculum is sequenced so that students move from recognising British Values and SMSC concepts at KS3 to analysing and evaluating them critically at KS4. Through discussion, debate and extended writing, students develop confidence, critical thinking and respectful dialogue.

Overall, the RS curriculum makes a significant contribution to British Values and SMSC, ensuring pupils develop not only as knowledgeable learners of religion and philosophy, but as respectful, reflective and culturally aware citizens prepared for life in modern Britain.