Young people are living in a world where there is an increasing awareness of the diversity of religious and non-religious world views and they need to live and work well with people with very different outlooks from their own. Our curriculum is for all students whatever their own family background and personal beliefs and practices. Religious Studies lessons will provide students with a space where they can learn from religions and world views about different ways of life and engage with controversial issues learning to disagree respectfully with each other. 

Throughout the Key Stages students will discover, explore and consider many different answers to questions about human identity, meaning and value. They will learn to weigh up for themselves the value of wisdom from different communities, to disagree respectfully, to be reasonable in their responses to religions and world views and to express insights about their own and others’ lives. Students will think rigorously, creatively, imaginatively and respectfully about their ideas. 

Our curriculum will help develop a range of specific transferable skills. These skills include analysing a range of primary and secondary sources, understanding symbolic language, using technical terminology effectively, interpreting meaning and significance, empathy, respectful critique of beliefs, recognising bias and stereotypes and representing views other than one’s own with accuracy. 

Religious Studies at Key Stage Three 

Our Key Stage Three curriculum is designed to build upon and extend learning that happened at Primary School. Students will first critically examine central beliefs across the six world religions: Christianity and Judaism, Islam, Hinduism, Sikhism and Buddhism. In this unit students focus on correct terminology for each religion. They begin to look at how belief affects actions and how a believer may live their lives. They will be able to coherently explain the beliefs of each faith. The second unit of Year Seven builds on the foundations established in module one. Students will link directly with beliefs from sources of wisdom to how this can be expressed. Students should be able to describe and explain these and begin to analyse them. They will make their own personal responses and demonstrate how their beliefs can be expressed in different ways. Students will ask enquiry questions and use various facts to begin to answer these. The final module in Year Seven begins to looks at Prejudice and Discrimination and how the impact history and culture can influence belief and values. Students will evaluate issues about community relations and respect for all in the light of different perspectives from varied religions and worldviews through learning about Martin Luther King and the family of Anthony Walker. 

The curriculum in Year Eight begins to reflect the GCSE in Years Nine to Eleven. Students will critically examine why people do both good and bad things, why we have punishments and what the purposes of those are. Students will look to Judaeo-Christian philosophy, Christian, Hinduism and other world views to begin formulating their own responses. Students will analyse and evaluate the death penalty and whether taking life for another life is right alongside looking at the aims and purposes of prisons in the UK. Students will also have the opportunity to visit the Galleries of Justice in Nottingham to take part in a mock trial which allows students to take their learning beyond the classroom and think about ways in which it would be used in society. The second unit builds on the Judaeo-Christian philosophy, Christianity, Hinduism and other world views from their first unit applying this knowledge and understanding to medical ethics, examining abortion, IVF, and genetic cloning. Finally, students will begin to look at ultimate questions for the design and purpose of our universe. This module looks at explanations from Christianity, Hinduism, Science and other world views. Students will understand these views and assess their authenticity providing well-reasoned evaluations. 

Religious Studies at Key Stage Four 

Students who decide to take Religious Studies for their GCSE follow the Eduqas specification. The curriculum examines Philosophical and Ethical studies in the modern world through Christianity and Hinduism. The curriculum at Key Stage Three will have provided the foundations and students will continue to build on their critical study being encouraged to discover, explore and consider many points of view. Students will think creatively and respectfully developing their own personal opinions about human identify, meaning and value. There will be more of a focus on exam questions with students developing finely tuned technique to meet the demands of their exams in the summer 

of Year Eleven. Throughout the GCSE course our aim is to improve students’ retention of knowledge and understanding, build their confidence in preparation for assessments and to ensure they are equipped with the resilience to succeed in their exams and beyond. 

Philosophy and Ethics at Key Stage Five 

At Key Stage 5 we follow the Eduqas specification focussing on developing breadth and responding critically to questions of God’s Existence and human morality and the role and purpose that Christianity has. The Key Stage Five curriculum provides a platform for students to understand symbolic language, use technical terminology effectively, interpret meaning and significance, to have empathy and communicate respectful critique of beliefs, to be able to recognise bias and stereotypes and represent views other than their own with accuracy and maturity.