Religious Studies

Curriculum overview

Overall intent

Valuing individuals, celebrating differences. 

A religiously educated person is someone who has knowledge, understanding, respect and empathy. Religious Studies makes a distinctive contribution to the school curriculum by developing pupils’ knowledge and understanding of differing worldviews and religions in our multi-cultural society. 

It is our intent for Religious Studies to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to examine and answer ultimate questions, exploring different religious beliefs, values and traditions, to develop a more rigorous understanding. The aim is to contribute to the personal development of the individual and prepare for adult life by being able to celebrate diversity, combat prejudice and promote community cohesion.  

Religious Studies contributes dynamically to children and young people’s education in schools by provoking challenging questions. Students are given the opportunity to study both philosophical and ethical issues. For example, students have the opportunity to explore arguments for God’s existence, about meaning and purpose in life, ultimate reality, issues of right and wrong, what it means to be human and whether the right of religious freedom is compatible to modern laws. Students also explore the opportunities, challenges and issues for religious believers in the twenty first century. 

Embedding Literacy 

Communicating opinions and developing arguments are key areas within our curriculum. As a result, we strive to develop student’s verbal and written communication and ability to read around the subject in order to validate their arguments or findings. Students are given a variety of opportunities to practice and display their literacy skills throughout each year.  

For example in Year 7 students complete an extended piece of writing where they keep a journal for the first unit. All end of unit assessments are in preparation for the GCSE examination. Students plan for the assessment during the lesson before and homework tasks support this. Assessments take place in class to encourage independent work, under time restraints in preparation for exam experience. Students are taught scaffolding and modelling techniques that are used throughout both key stages to enable students to improve and embed their techniques over time. These include Point, Explanation and Example (P.E.E), Teaching, Explanation, Analysis or Application (T.E.A.) and WIRED writing frames. The WIRED writing frame is to support an extended piece of writing which encourages a discussion and evaluation of the topic provided. We also ask students to produce a formal piece of writing in the form of a letter to the Headteacher. 

There are various opportunities for reading, including source material, textbooks, and written accounts. Key vocabulary for the unit is provided and referred to during lessons. In addition, pupils are given opportunities to practice their presentation skills and are assessed on their ability of verbal communication.  

Encouraging independence 

Our aim is to create learners that are intrinsically motivated to learn by using contemporary, and sometimes contentious, lesson themes that spark interest and discussion. Regularly, lesson focuses change to contemporary events where we can provide time and space for pupils to reflect on controversial modern issues. Students are given the opportunity to be creative in response to their learning. For example in Year 8 we ask students to create a personal contemplation room that incorporates ideas from a variety of religions. We aim to give some freedom of choice when researching, such as the option to pick between different styles of worship and contemporary issues, so students are engaged by the area that appeals to them. The outcome is that students often go above and beyond to create a thorough and well thought out piece of work. 

Key Stage 3 Curriculum

Key Stage 4 Curriculum

Staff

The following members of staff form the Religious Studies department at King Edwards:

Independent Study

Key Stage 3

 Key Stage 4