Religious Studies

Curriculum Vision

The Religious Studies department aims to shape thoughtful, inquisitive, and morally grounded students who are equipped to engage meaningfully with the complex world around them. We are uniquely placed to foster students' spiritual, moral, social, cultural and intellectual development through rich, challenging schemes of learning. These encourage learners to explore how religion, philosophy and ethics shape identity, society, and contemporary issues in Britain and beyond.
 
We strive to cultivate critical thinkers who question deeply, reason clearly, and evaluate compassionately. Through the study of diverse religious and non-religious worldviews, students will develop the enquiry, evaluation, justification, and synthesis skills necessary to navigate the world with curiosity, empathy and confidence. Ultimately, we aim to empower young people to become ambitious, reflective and globally-minded citizens, capable of engaging in thoughtful dialogue on matters of belief, morality, and human purpose.

Curriculum Intent 

Our Religious Studies curriculum is designed to:

  • Encourage enquiry and curiosity by providing students with opportunities to ask and investigate life's big questions, including those about identity, meaning, suffering, morality and existence.

  • Foster critical and evaluative thinking, enabling students to articulate reasoned arguments and engage respectfully with diverse perspectives.

  • Promote cultural literacy and interfaith understanding by examining religious and non-religious world views, helping students appreciate both shared values and significant differences in beliefs and practices.

  • Develop moral and ethical awareness, equipping students to reflect on their own values while exploring moral dilemmas and real-world issues through religious and philosophical lenses. 

  • Empower students to become active, informed citizens who understand the role of religion in shaping modern Britain and the global community.

  • Provide a safe, inclusive space for dialogue, where students are encouraged to explore personal beliefs and challenge their assumptions in a respectful and academically rigorous environment.

Our curriculum is ambitious for all learners.  It builds knowledge progressively from Key Stage 3 through to Key Stage 5, ensuring students can engage with complex philosophical and ethical debates by applying their understanding of theology and world view.  We support students in becoming analytical thinkers and compassionate individuals who are prepared for life beyond the classroom.  

 
A video introduction to our Religious Studies course in LPGS6 (our co-educational Sixth Form)

 

At the start of Year 7, students will spend some time examining their own beliefs and the beliefs, if any of their peers. This allows for important interaction and dialogue about the need to learn Religious Studies. In a respectful manner, students will explore key difference and similarities between them including their morals, values and traditions. The students will then go on to consider contemporary moral, ethical and philosophical issues such as the existence of God, the problem of evil and suffering, prejudice and discrimination, animal rights and crime and punishment.

Year Group

Autumn

Spring

Summer

7

Who am I?

Exploration of personal and religious identity

Who is God?

Religious beliefs about the nature of God

The problem of evil and suffering

Evaluating the role of God and the challenge of Evil and Suffering

8

Proof of God

Investigating philosophical evidence for the existence of God

Life after death

What happens after death?

Approaches to death and the afterlife

Crime and punishment

Moral and religious issues related to the issue of crime and punishment

9

How do we make moral decisions?

Exploration of ethical theories

Prejudice and discrimination

Moral and religious attitude to Sexism

Animal rights

Moral and religious issues related to the use and abuse of animals

Course Description:

Religious Studies provides a broad understanding of the beliefs and practices of the faiths studied, as well as promoting religious literacy and the contemplation of ultimate philosophical, ethical and moral questions. These include asking questions such as “Does God exist?” and “Is the death penalty ever morally justified?” as students progress through the course.

Students will be able to reflect on and develop their own values, beliefs and attitudes in light of what they have learnt. There will be a range of relevant and contemporary themes to study that promote awareness of modern-world issues and engagement within the classroom.

Students of all abilities will be challenged and inspired, whilst developing valuable oracy and critical evaluation. On completion of the course, many of our students progress to A Levels in Philosophy and Ethics as well as Politics, Sociology, History and Law.

The following topics are explored with reference to the Christian and Islamic religions:

Part One: The Study of Religions: Beliefs, Teachings and Practices

Christianity

  • Beliefs and teachings - Key beliefs, Jesus Christ and salvation

  • Practices - Worship and festivals, The role of the church in the local and worldwide community

Islam

  • Beliefs and teachings - Key Beliefs, Authority

  • Practices - Worship, Duties and festivals


Part Two: Thematic Studies

  • Relationships and families - Sex, marriage and divorce, Families and gender equality

  • Religion and life - The origins and value of the universe, The origins and value of human life

  • Religion, peace and conflict - Religion, violence, terrorism and war, Religion and belief in 21st century

  • Religion, crime and punishment - Religion, crime and the causes of crime, Religion and punishment

The course does not in any way presuppose religious faith and is designed to be accessible to persons of any or no religious tradition.

Method of Assessment:

100% Written exam: Two 1 hour 45 minutes exams each making up 50% of the overall GCSE

Course Description:

All learners will study two components on this two-year course:

Component 1: Philosophy of Religion:

Students will study philosophical issues and questions raised by religion and belief. They will also explore philosophical language and thought, and the works of key thinkers, as illustrated in issues or debates in the philosophy of religion. Religion and Ethics: Topics include normative ethical theories and key ethical concepts, as well as developments in the way these ideas are applied to significant issues in religion and belief. These will be illustrated in issues or debates in religion and ethics, and also by the application of ethical theory to current moral issues.

Component 2: Religion and Dialogue:

This unit provides an opportunity for the systematic study of one religious tradition (Christianity). This will include exploration of religious beliefs, values and teachings, sources of wisdom and authority. It will also include religious practices and the different ways in which these are expressed in the lives of individual, communities and societies. Dialogue between Christianity, philosophy and ethics will also form a key component of this unit of work.

Skills Required:

Critical thinking, deduction, inference and evaluation are key skills needed for success in Religious Studies. Sound, effective and confident written and verbal communication are also essential.

Method of Assessment:

Two 3-hour written papers at the end of Year 13.

Each examination will assess one of the two components.

Each paper accounts for 50% of the final A-Level.

Progression:

On completion of our Religious Studies course, many students will have acquired a diverse range of skills, including critical thinking, enhanced synthesis and evaluation, to name a few. Many students progress to university for further study in the subject or others such as politics, law and history. Career opportunities are vast and varied. Many graduates use their Religious Studies qualification to pursue careers in a variety of areas including education, journalism, law, social work and medicine.