Religious Education


To encourage students to develop empathy, respect and tolerance for the world we live in. As a Humanities subject, RE is concerned with the study of human beliefs; we encourage students to be open minded and reflect on the many different beliefs that are held within the world.

RE explores big questions about life, to find out what people believe and what difference this makes to how they live. RE helps students to make sense of religion and belief, reflecting on their own ideas and ways of living.

This academic subject also allows students to reflect on the impact that religious belief has on morality and ethics, whilst also deliberating on life's ultimate questions. Students are encouraged to learn from and about religion and also share their own views and opinion. We intend to develop analytical thinkers who will be able to question and reflect on knowledge and the world they live in. We intend to deliver a systemic approach in the study of individual religions before applying it to a thematic study, in this way we allow students to study a spiral curriculum based around core concepts. Students will encounter key concepts multiple times as part of their programme of study. This will allow solid foundations to be built in Year 7 and Year 8 before starting GCSE.

In Year 9 we start the GCSE Course, which encompasses the above, but as we have less curriculum time than other subjects at KS4, we believe it is important to start the content in Year 9 in order to have enough time to cover the curriculum. This also allows for sequencing as well as interleaving information, recall and retrieving information.


We aim to develop students recall and knowledge through Talk for Writing (T4W) strategies. We use strategies such as warming up the words and text mapping to create memory hooks and help students embed knowledge. Through T4W we develop student’s literacy skills, Boxing up can be used in a variety of manners in order to help students develop extended writing and their ability to access and answer longer answered questions. Using these strategies regularly in lessons will also help with students recall and their ability to retrieve key information.

In order to develop empathy and respect, we ask students to explore how religion impacts life, for example they will study the 5k’s in Sikhism and be asked to explain how these impact a believer’s life, encouraging them to show empathy. 

We ask students to engage in debates over the existence of God and life and use strategies developed by Kagen, which ensure all students have to take part in group discussion and be involved in discussing their opinion. Students have to explore arguments for and against different beliefs, they begin to plan for and tackle answer questions asking students to debate different views in order to develop their analytical skills. 

The use of hot and cold tasks also allows students to monitor their own progress as well as receiving written and verbal feedback from their teachers, in this way they are constantly aware of where they are at and what they need to do to improve in the subject.


Students develop skills which enable them to become the learners we aim for them to be in our Intent Statement. They are able to engage in debate about philosophical arguments. They can talk about religious beliefs and actions with respect and empathy. They can approach questions of morality in an open minded way. 

Religious Education KS3

Year 7 RE Curriculum Learning Cycles


Learning Cycle 1

Learning Cycle 2

Learning Cycle 3


What does it mean for Christians to believe in the Trinity? God

 Investigating the Christian concept of the Trinity. God as Father, Son and Holy Spirit.


Should Christians be greener than everyone else? Creation

Investigating the creation story in Genesis and examining the Christian idea of stewardship. 



What is good and what is challenging about being a Muslim teenager in Britain?

Investigating the importance of the key beliefs studied by Muslims (Iman, Ibadah, akhlaq) for Muslim’s ways of living in Britain today


The Buddha: How and why do his experiences and teachings have meaning for people today?

Investigating how the life of the Buddha led to his teachings (dhamma) and to reflect on how these lead to moral decision making.

How can people express the spiritual through music and art?

Exploring the many meanings behind the word spirituality and investigate how religions express the spiritual in music and art.


Year 8 RE Curriculum Learning Cycles


Learning Cycle 1

Learning Cycle 2

Learning Cycle 3


Why are people good/bad? The Fall

Investigating the story of the Fall and the consequences related to ‘original sin’.


What is so radical about Jesus?


To investigate the life and teachings of Jesus and consider how they challenged the norms and values of the time. We also consider how Christians respond to the teachings of Jesus in the world today




How are Sikh teachings on equality and service put into practice?

Investigating the key beliefs of Sikhism (e.g. about God and the Gurus; Nam Simran, Kirat karna and Vand chhakna) and their importance for Sikhs living in Britain today


Does the world need prophets?

People of God

Investigating the place and role of the prophets in the Bible, including the concept of salvation. We will also consider if the world needs prophets today.

Why is there suffering and are there any good solutions?

Investigating and comparing religious views of why humans suffer and the responses to suffering in the world.


Year 9 RE Curriculum Learning Cycles


Learning Cycle 1

Learning Cycle 2

Learning Cycle 3


Christian Beliefs:

Investigating the core beliefs of the Christian Faith

·         Nature of God

·         Trinity

·         Creationism

·         Jesus’ Life

·         Salvation

·         Afterlife




Christian Practices:

Investigating how Christians put into practice their core beliefs.

·         Worship and Prayer

·         Sacraments

·         Pilgrimage

·         Festivals

·         Mission and Evangelism

·         Persecution

Islam Beliefs

Investigating the core beliefs of the Islamic Faith.


·         Nature of God

·         Sunni and Shia Islam

·         Predestination

·         Prophethood (Risalah)

·         Holy Books

Religious Education KS4


Learning Cycle 1

Learning Cycle 2

Learning Cycle 3


Islam Practices:

Investigating how Muslims put into practice their core beliefs.

·         The Five Pillars of Islam

·         Jihad

·         Festivals


Relationships and families

Thematic study of issues surrounding relationships and families linking Christian, Muslim and alternative perspectives on these themes.

·         Marriage

·         Divorce

·         Types of Relationships

·         Sex before and Outside of marriage

·         The Family

·         Gender Equality

Religion and Life

Thematic study of life issues and Christian, Muslims and alternative perspectives on these themes.

·         Creationism/Big Bang

·         Use and abuse of the environment

·         Abortion

·         Euthanasia

·         Death and the afterlife



Year 11 RE Curriculum Learning Cycles:


Learning Cycle 1

Learning Cycle 2

Learning Cycle 3


Existence of God

Investigation of arguments for the existence of God and critical analysis of these arguments from religious and non-religious perspectives.


·         Design Argument

·         First Cause Argument

·         Revelations

·         Miracles

·         Nature of God

·         Alternative explanations


Crime and Punishment

Thematic study of Crime and Punishment from Christian, Muslim and alternative perspectives on these themes.

·         Reasons for Crime

·         Forgiveness

·         Suffering

·         Punishments

·         Aims of Punishments

·         Capital Punishments



A bespoke revision timetable to ensure that students are fully prepared for their Full GCSE based on mock analysis.


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