Curriculum - Religious Education

Cultural Capital

Curriculum Journey

This is a map to show the learning journey in Religious Education from year 6 through to further education and possible careers.

RE Curriculum journey 2025-2026.pdf

Overview of the learning journey in RE

Year 7

In year 7 students are introduced to a wide ranging variety of religious beliefs and practices. The theme of year 7 dials in on how religion adapts and changes according to time and location.

Year 7 begins learning through the lens of the theological stories such as the creation myths and the ancient Judaic ‘epics’. We study the early days of Abrahamic faiths and how different prophets formed the heart of Jewish belief.

Beginning in spring students begin to hone in on the more practical elements of religious life such as how people their age grow up within religion and how religious beliefs inform our duty to protect our planet.

In the summer term students are introduced to how religion has evolved within different cultures. We study East Asian Taoic religions and how the idea of religion has developed within China. Our final focus for the year is on the personal ‘rites’ that different religions include such as marriages and funerals.

Year 8

In year 8 students are engaged with investigating how religion shapes the world around us.

Our first unit explores the impact religion has on the world with in terms of both peace and conflict. This is supplemented by then a further investigation into historical religious leaders within the civil rights movement from diverse backgrounds. These include but are not limited to Malala Yousafzai, Martin Luther King jr and Malcolm X.

Beginning after Christmas students then study the impact that the existence of God has on the world. We explore the impact of prayer, logical theories for God’s existence and the reliability of Biblical miracles. We then contrast this unit with a focus on the only major world religion without a God - Buddhism.

Past Easter we shift focus to the ways that religious people connect to their beliefs. We study how different religious festivals are celebrated across the globe which is then later expanded upon when looking at religious art. Our final project in year 8 is our beloved Spirited Arts award competition where students can display their religious knowledge.

Year 9

In year 9 students are challenged with deep philosophical investigations that orbit how humans can be shaped by religious ideas.

Our first unit of study delves into the core of applying philosophical and ethical frameworks to different moral dilemmas. We study renowned case studies such as the trolley cart problem and the myth of Sisyphus. This is later built upon by exploring how different ethical perspectives inform medical practices. We study the ethical implications of cloning, the government’s current opt in policy on organ donation and how the viability of testing on animals. These topics culminate in classroom debates that form the basis of assessment within year 9.

Past Christmas students study the ethical implications of capital punishment and whether the government should have the power to take a life. We then follow this course of study into our Death & the Afterlife unit which tours ancient Egypt, scientific proof of reincarnation and the traditional views of Abrahamic religions.

Following on from Easter students study the differences between a religion and a cult. We investigate historical cults and why they died out compared to mainstream religions. We further tackle the modern day dangers that cults present to young people and how they target marginalised communities. Our final course of study within year 9 is a theological investigation into why Jesus died at the age of 33. We study the influence of the Roman Empire in Judea, the personhood of Jesus Christ and what the resurrection teaches Christians about their faith.

Year 10

Year 10 GCSE Option students continue their learning journey using the Theological Lens to gain a wide ranging knowledge of Christian and Muslims beliefs and practices. This will create a solid base from which they will then engage with the Thematic topics. We continue the course using the Philosophical and Theological on the Existence of God. We apply all 3 lens in relation to topics as diverse as humanities environmental conservation, animal rights and euthanasia. Students are expected to apply religious and non-religious ideas in their writings. We finish the year focusing on the ethical complexities and divergent worldviews on arguments for war and reasons for punishment.

Year 10 World Views

Worldviews offers students an opportunity to explore worldwide cultures, communities and lifestyles of individuals they otherwise could potentially miss. The current topics we cover include important perspectives on end of life care and a woman's right to her own body. Other topics include how wars have affected different communities and the lifestyles of diverse groups.

This course is a legal recommendation from the government, just as with PSHE, and is taught to all Year 10 students. Worldviews is taught between December and June and will replace PSHE for part of the year. The teacher, room and class will remain the same but the course content will differ.

Year 11

Year 11 GCSE Option students continue their learning journey exploring relationships, sexuality, family and identity. This is carried out primarily with a Theological and Sociological Lens. This then leads onto Human Rights and social justice which incorporates more of a Philosophical approach. We then explore the ways beliefs can shape attitudes to key questions of the 21st Century. This undertaking involves all the skills of all three Lens. The aim is to prepare students for the ever changing world they are stepping closer into and enable them to have religious literacy.

Right to Withdraw from Religious Education (RE)

In accordance with Schedule 19 of the School Standards and Framework Act 1998, parents and caregivers have the legal right to withdraw their child from all or part of the Religious Education (RE) curriculum. While this right is respected, we hope parents will feel assured and confident in the RE program offered at our school.

For those considering this option, we encourage scheduling an initial meeting with the Year Leader. This conversation can help address any concerns and explore the possible implications of withdrawal for the student. We are committed to ensuring that all parents are well-informed about the RE syllabus, its broad relevance for all students, and its compatibility with various personal beliefs.

Parents will receive information about the learning objectives and topics included in the RE curriculum, and are welcome to discuss these further. Any decision to withdraw must come directly from the parents, clearly indicating whether it applies to the entire RE curriculum or specific aspects. No explanation is required for this decision.

Should parents request withdrawal, the school will respect and honor that choice. In cases where RE is integrated into other areas of the curriculum, we will work collaboratively with parents or caregivers to arrange suitable alternatives. Once a child is withdrawn, they will not take part in RE lessons until the withdrawal request is formally withdrawn.

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