Religious Studies
Religious Studies subject Intent:
Our intent is comprised of the following 3 sections:
- Our vision for the subject/faculty and the purpose it serves for our pupils
- Defining what the key concepts and core domains of knowledge are, that pupils will learn about
- The end points our curriculum is working towards
- Our vision
- Aspiration – To expose students to religious literacy to develop critical thinking, tolerance and understanding of difference and mutual respect needed for the world of work which is increasingly globalised and diverse. Religious Studies helps students to interact with colleagues and clients from different backgrounds. The ‘Talking Points’ allow students to share their viewpoints as well as gaining an insight into different ideas and views.
- Core knowledge – Students learn about different World Religions and are taught about Prejudice and Discrimination Year 7. In Year 8 they develop ethical enquiry and learn about Evil and Suffering and Moral issues. In Year 9 they are introduced to religious and non-religious attitudes to Marriage and the Family, Peace and Conflict and Crime and Punishment. At KS4 students follow Edexcel and learn Beliefs and Ethics from a Christian perspective and build on KS3 knowledge by studying Marriage and the family from a Christian standpoint, Muslim attitudes and responses to Peace and Conflict and Muslim and non-religious responses to Crime and Punishment.
- Procedural/Powerful knowledge – Religious Studies allows students to learn about the wisdom traditions of different religions and encourages reflection on questions of spiritual and moral significance. This presents important opportunities for self-knowledge and personal development in young people. Religious Studies has strong links to British values and allows for the acceptance of diversity, challenging stereotypes, and the media representations of groups. A broad and balanced curriculum allows students to learn about and from religions and worldviews.
- Developing cultural capital – Students will gain an insight into different ideas and views through creative activities, discussion, and role play. Visiting places of worship such as Lincoln Cathedral in Year 7 and talking to guest speakers from different backgrounds will help the students to see the subject as something that is lived and experienced, rather than something that is just learnt about.
- Developing character – enabling our students to RISE. In particular developing our Core Values of:
- Respect- Religious Studies considers the beliefs and practices of different religious traditions and non-religious views to increase tolerance and mutual respect. Students develop their own ideas, values and identities and learn how people can live together respectfully in a pluralistic society.
- Independence – Religious Studies teaches students to conduct research, enquire and debate a range of worldviews in order to make sense of the world in which they live. They can deploy the skills and inform their own decisions.
- Service – Religious Studies teaches students about those who serve the community and the impact this service has had on society today. They learn the values that should underpin our vision for a cohesive community.
- Empathy – Religious Studies allows for the consideration of thoughts, feelings, experiences, attitudes, and beliefs. It develops the power of imagination, love, wonder, forgiveness, and sorrow and ultimately allows for the ability to see the world through the eyes of others.
- Identifying and addressing context specific need – Our pupils are all unique and valued members of our community. The Religious Studies curriculum is differentiated to allow each student to thrive and achieve. Students with specific needs are supported through a variety of methods from support in lessons to financial help for trips.
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- Learning is sequential – The Religious Studies curriculum is sequenced to allow students’ knowledge and understanding to grow and build on prior knowledge. Students are taught using DNA’s to recall knowledge. Students are taught with retrieval tasks to ensure that their knowledge builds and avoids cognitive overload.
- Our key concepts and core domains of knowledge
At Key Stage 3, learners will experience a broad a rich curriculum comprising:
Year 7 - World Religions, Prejudice and Discrimination and World views
Year 8 - Evil and Suffering and Moral Issues
Year 9 - Marriage and the family, Peace and Conflict and Crime and punishment
At Key Stage 4, learners will study GCSE Religious Studies. Over the life of the course, learners will study:
Christianity – Beliefs and Ethics
- Christian Beliefs
- Marriage and the family
- Living the Christian life
- Matters of life and death
Islam – Peace and Conflict
- Muslim Beliefs
- Crime and Punishment
- Living the Muslim life
- Peace and Conflict
At Key Stage 5, learners who study Sociology will develop an understanding of beliefs in society and a range of responses to religious worldviews.
- The end points of our curriculum
By the end of each year our learners will be able to:
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Year 7 |
Year 8 |
Year 9 |
Year 10 |
Year 11 |
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Leaning about: Students will study all major religions and a secular world view in the World Religions units. They will acquire and develop knowledge of Christianity and other principal religions and worldviews represented in Britain by studying Prejudice and Discrimination. They will explore ideas of living in a multicultural and multifaith society and explore ideas of diversity. They will develop the skill of description, explanation, analysis, and evaluation by developing an understanding of the influence of beliefs, values and traditions on individuals, communities, societies, and cultures. They will be able to extend their knowledge and the ability to articulate their ideas by responding to ‘Talking Points’. This will also allow them to make judgements and reach conclusions based on presented evidence.
Learning from: The units of study will develop a positive attitude towards other people, respecting their right to hold beliefs different from their own and towards living in a society of diverse religions and beliefs. They will develop the ability to make reasoned and informed judgements (AO2). Learning from different worldviews will develop an awareness of the fundamental questions of life raised by human experiences and how religious teachings can relate to them. |
Learning about: Students will extend their knowledge and understanding (AO1) of different religious beliefs and worldviews when studying Evil and Suffering and Moral Issues. This includes enquiry into, and investigation of the nature of evil and suffering, religious beliefs and non-religious attitudes relating to abortion and euthanasia, teachings about a variety of moral and ethical issues, ways of life, religious sources, practices and forms of expression. They will communicate their knowledge and understanding using specialist vocabulary. Students will continue to develop an understanding of ultimate questions and ethical issues from religious and non-religious perspectives.
Learning from: The units allow the students to reflect on and respond to their own and others’ experiences in light of their learning about religion and other belief systems. They will develop AO2 (analysis and evaluation) and build on the skills from year 7 to communicate their own ideas, particularly in relation to purpose and truth and values and commitment. |
Learning about: Students will extend their knowledge and understanding (AO1) of different religious beliefs and worldviews when studying Marriage and the family, Peace and Conflict and Crime and Punishment. This includes enquiry into, and investigation of marriage and cohabitation, divorce, contraception, different family types, gender prejudice and equality, the reasons for conflict, religious and non-religious responses to conflict, attitudes to peace and forgiveness, reasons why some people break the law and arguments for and against different types of punishment. They will communicate their knowledge and understanding using specialist vocabulary. Students will continue to develop an understanding of ultimate questions and ethical issues from religious and non-religious perspectives.
Learning from: The three units of study allow the students to reflect on and respond to their own and others’ experiences in light of their learning about religion and other belief systems. They will develop AO2 (analysis and evaluation) and build on the skills from year 7 and year 8 to communicate their own ideas, particularly in relation to different social issues and ideas about truth, values, and commitment. |
For GCSE RS in Year 9 they studied Christian Beliefs, Marriage and the family, Muslim Beliefs and started the Living the Muslim life unit.
Year 10 focus - Living the Muslim life, Living the Christian life, Crime and Punishment and Matters of life and death. Develop knowledge, understanding and evaluation of Christian and Muslim beliefs, teachings, and sources of wisdom and authority, including reading of key religious texts, other texts, and scriptures. Engage with questions of belief, value, meaning, purpose, truth, and their influence on human life. Understand the influence of religion on individuals, communities, and societies. Construct well-informed and balanced arguments on matters concerned with religious beliefs and values and non-religious viewpoints. Understand the core Christian values and beliefs including the sacraments, prayer, and worship. Identify Christian behaviour and attitudes – what they do and what influences their lives. Explore Christian and Muslim commitments and responsibilities. Explain and evaluate attitudes towards crime and punishment, including attitudes to justice, crime, good evil and suffering, forms of punishment including the death penalty, the treatment of criminals and forgiveness. Evaluate a range of moral issues including abortion and euthanasia from a Christian and non-religious response. Continue to engage with questions of belief, value, meaning, purpose, truth, and their influence on human life. Understand the influence of religion on individuals, communities, and societies. Build KS3 Core Knowledge to continue to construct well-informed and balanced arguments on matters concerned with religious beliefs and values (AO2). Further embed the skills of AO1 knowledge and understanding linked to sources of wisdom and authority and AO2 analysis and evaluation. |
Matters of life and death, Peace and Conflict. Christianity and Islam revision topics. Understand and apply knowledge of the matters of life and death and the core Muslim beliefs and attitudes towards peace and conflict including attitudes to peace, peace-making, pacifism, conflict, The Just war, holy wars, and weapons of mass destruction. Build upon their KS3 and KS4 knowledge Core Knowledge and key concepts to answer exam style questions from two different religions (Christianity and Islam). Build on significant common and divergent views between and/ or within religions and beliefs. Construct well-informed and balanced arguments on matters concerned with religious beliefs and values. Further embed the skills of AO1 knowledge and understanding and AO2 analysis and evaluation. Use specific technical and religious language (Arabic terms). Be able to formulate an argument which is substantiated with evidence and teachings. Students should have developed an aptitude for dialogue so that they can participate positively in our society with its diverse religions and worldviews. To continue to clearly articulate their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
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Parental Right to Withdraw from Religious Education (RE)
We respect the rights of parents and carers regarding their child’s education. Under current legislation, parents and carers have the right to withdraw their child from all or part of Religious Education (RE) lessons. This includes activities related to Religious Education that do not form part of the statutory National Curriculum.
If you wish to exercise this right, we ask that you inform the school in writing, detailing whether you are withdrawing your child from all or specific parts of the RE curriculum. We are happy to discuss any concerns you may have and provide further information to help you make an informed decision.
