KS3 - Religious Studies

Year 7 Religious Studies

Our Year 7 curriculum provides an exciting and broad introduction to the study of religion, philosophy, and ethics. Through a series of key questions, students will explore diverse perspectives from major world religions (Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism) alongside non-religious worldviews like Humanism:

The Island (Living): An introductory project where students explore how Christian, Jewish, Hindu, and Sikh communities live out their faith daily, building a foundation of religious literacy.
What difference does it make to believe in...? (Living): Students investigate how the core beliefs of Buddhists, Christians, Jews, Muslims, Sikhs, and Humanists directly shape their everyday choices, actions, and outlook on life.
Does Living Biblically mean obeying the whole Bible? (Believing): Focusing on Christian theology, students examine the complexity of sacred texts, learning how Christians interpret, apply, or debate biblical laws and teachings in the modern world.
Should religious buildings be sold to feed the starving? (Expressing): A thought-provoking ethical debate where students weigh the value of sacred architecture and community spaces against the moral duty of charity, looking at Christian, Muslim, Sikh, and Humanist perspectives.
Being a Sikh, Buddhist, or Muslim in Britain today (Living): Students explore the lived experiences of these communities in modern Britain, celebrating the positive contributions they make while thoughtfully discussing the unique challenges they can face.
Expressing the spiritual through the arts (Expressing): An exploration of how different faiths and Humanists use visual art, music, calligraphy, and architecture to express deep spiritual truths, showing how creativity connects to belief.

Year 8 Religious Studies

In Year 8, our Religious Studies curriculum deepens students' analytical skills as they transition from foundational religious literacy to deeper philosophical and theological inquiry. Organized around the themes of Believing, Living, and Expressing, students engage with profound existential questions through the lenses of Christianity, Buddhism, Hinduism, Islam, Judaism, Sikhism, and secular Humanism:

The Island (Living): Building on the Year 7 foundation, this project explores how Christian, Jewish, Hindu, and Muslim communities navigate community life, shared values, and daily practices.
Basics of the 6 Religions Project: A consolidating unit designed to ensure all students have a robust, clear understanding of the core tenets, histories, and practices of the six major world religions.
Do we need to prove God’s existence? (Believing): An introduction to the philosophy of religion. Students debate the concept of "proof" versus "faith," comparing Christian, Muslim, Buddhist, and Humanist perspectives on the divine.
Is death the end? Does it matter? (Believing): Students tackle one of humanity's biggest questions, exploring diverse teachings on the afterlife, reincarnation, legacy, and how views on mortality shape how we choose to live today.
Why is there suffering? (Believing): Focusing closely on Christian and Buddhist perspectives, students examine the "problem of evil" and look at how these traditions explain, cope with, and attempt to alleviate human suffering.
Should happiness be the purpose of life? (Living): A philosophical exploration of ethics and lifestyle. Students compare religious ideas of duty, enlightenment, and service with secular, non-religious concepts of happiness and fulfillment.
Expressing the spiritual through the arts (Expressing): Students continue to analyze the powerful connection between creativity and faith, examining how sacred art, music, and architecture allow different traditions to express complex spiritual concepts that words alone cannot capture.

Year 9 Religious Studies

Throughout the year, students develop key skills to understand diverse worldviews, express coherent ideas, and engage critically with complex ethical issues.

Here is an overview of the six key units taught during the Year 9 program:

What We Study in Year 9

1. Animal Rights

The Big Questions: How should we treat animals? What are our moral duties to them?
What students explore: This unit examines diverse religious and ethical perspectives on animal testing, using animals for food, and the role of animal welfare charities.

2. Basics of the 6 Major Religions

The Big Questions: What are the foundational elements of the world's most prominent faiths?
What students explore: A core project-based unit that builds foundational knowledge across the six major world religions, ensuring students understand their core practices, beliefs, and histories.

3. Religion and the Media

The Big Questions: How are religious groups and individuals represented in modern media?
What students explore: Students analyze how faith is portrayed in movies and on TV, with a deep dive into the media representation of Muslims. They also look at how religious organizations actively use media to communicate their messages.

4. Philosophy and Ethics

The Big Questions: How do we decide what is "right"? How do we know what is real?
What students explore: An introduction to classical philosophical dilemmas and ethical frameworks, including the famous Trolley Problem, Virtue Ethics, and the Hedonic Calculus (measuring pleasure vs. pain). Students apply these theories to modern scenarios, such as the ethics of video games, while also exploring concepts of metaphysics and how we perceive reality.

5. Crime and Punishment

The Big Questions: What causes crime? What is the ultimate purpose of punishment?
What students explore: Students investigate the concepts of good and evil, the varied aims and types of punishment, the moral arguments surrounding the death penalty, and the power of forgiveness across different belief systems.

6. Inspirational Role Models

The Big Questions: What makes a true role model, and how can one person change the world?
What students explore: In this project-based unit, students study the lives and impact of extraordinary historical and contemporary figures, including Jesus, Martin Luther King Jr., marathon runner Fauja Singh, Holocaust survivor and writer Elie Wiesel, and education activist Malala Yousafzai.

Skill Development

Subject Specific Skills:

Making historical links between religions and world events.
Reading and interpreting sacred texts and sources of authority.
Developing justified conclusions to moral, ethical and academic issues.

Wider Academic Skills / Attributes:

Use of a variation of sources of evidence to support arguments and discussions.
Interpreting the impact and role of religion and beliefs in society.
Developing extended writing skills.
Using study skills and revision techniques to prepare for extended writing exams.

Personal Development - SMSC & Cultural Capital (Opportunities / Experiences)

SPIRITUAL - Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
MORAL - Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views. Evaluating beliefs, ideas and worldviews.
SOCIAL - Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the 'British values' of democracy, the rule of law, liberty, respect and tolerance. Exploring diverse opinions and the impact of this on community cohesion.
CULTURAL - Appreciate cultural influences; appreciate the role of Britain's parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.
Explore historical religious links to the local community.
Engagement with local faith groups.
Using local examples to link learning to personal experience.
Ethical and moral links – exploring issues such as family life, conflicts and personal moral opinions.
Raising awareness of current affairs and making links to their own opinions and the beliefs of others.
Respect for persons of faith and people from varying communities, traditions and religions.
Artistic expression of the spiritual.