Religious Studies

Curriculum – Website 

Department  

Religious Education  

KS3 Intent  

At Burton Borough Religious Education gives students the knowledge and understanding of a range of religious and non-religious worldviews.  Religious Education helps pupils to make sense of a complex world where aspects of religion and non-religion hold different places in the lives of it citizens. Students have the opportunity to critically engage with their own and other People's views preparing them for life in a culturally diverse modern world. The knowledge that they gain stretches beyond oversimplifications: it enables pupils to derive meaning from complexity. 

Students will gain an appreciation for how all worldviews have impacted the world they live in at a local, national and global level and it’ application from an all-inclusive standpoint. We aim to encourage enthusiasm for interest in the study of other people’s beliefs and promote mutual respect, tolerance and understanding across different cultures and communities. The KS3 Religious Studies curriculum has been designed to provide a wide-ranging overview of world religion, both its belief systems and its application to the modern world. In addition to the Religious aspect we encourage students to consider their own and other’s moral compass and discuss issues such as war, the ethics of AI and animal rights. Pupils are challenged across all year groups to question their own opinions on these subjects and create compelling arguments to support their views. They are asked to consider the views of religious groups on ethical issues and evaluate their beliefs. In year 9 students are challenged further with an introduction to philosophy. This encourages them to study key thinkers such as Descartes and Plato evaluating and challenging their ideas. 

Students are offered the opportunity to consider the local religious context and visit places of worship should as the local church and Wellington mosque. They are also asked to draw on their own experiences of joining in festivals or visits to places of worship. 

KS3 Implementation  

This curriculum is delivered in a sequenced and thematic manner, allowing pupils to explore both similarities and differences across religious and non-religious worldviews. It begins with foundational concepts such as the distinction between worldviews and religions and explores how individuals form and are influenced by their beliefs, including theism, atheism, and agnosticism. Pupils then examine the origins, beliefs, and developments within the Abrahamic faiths (Judaism, Christianity, Islam) and the Dharmic traditions (Hinduism, Buddhism, Sikhism), exploring how these religions began, key influential figures, and how internal developments led to denominational splits and differing interpretations. Subsequent units address broader ethical and philosophical themes such as the importance of rules, religious moral codes, and how these influence believers' behaviour and choices. Pupils learn to compare the moral teachings of the Ten Commandments, Islamic principles, and the Sikh way of life, identifying common values and distinct differences.  The curriculum then explores beliefs about life after death, including concepts of judgement, heaven, hell, reincarnation, and moksha. Pupils will critically compare Christian, Muslim, and Sikh perspectives and explore how each tradition treats death and the afterlife, linking beliefs to rituals and practices. Finally, a focused study on Sikhism allows pupils to consolidate learning by deepening their understanding of its core beliefs, practices, and the values that shape Sikh identity. 

The curriculum is delivered through a blend of direct instruction, discussion-based enquiry, and reflective activities. Teachers use real-world examples, religious texts, case studies, and multimedia resources to support understanding and engagement. Comparative analysis and critical thinking are emphasised to encourage pupils to form their own reasoned views while respecting others. Assessment is both formative and summative, using questioning and written responses, to evaluate understanding and encourage deeper enquiry. 

KS3 Impact 

In lessons, progress is measured through deep dives, dip, retrieval quizzes at the start of the lesson. Checking and red pen of the class activities, engagement with and successful completion of the skills activities, and skilled questioning by the teachers.  

Feedback is crucial because it allows us to head off any misconceptions and make sure that we are building on a secure base of knowledge and understanding. Feedback is live and is provided by the red pen activities and by teacher circulation and verbal feedback on work. 

Second order knowledge is tracked by the systematic allocation of skills across the key stages to ensure that all of the required skills for Religious education are practised and mastered by the end of Key Stage 3 in preparation for GCSE. 

Summative assessments are diagnostic and test the ability of our students to recall the knowledge they have absorbed and apply it to extended writing. In order to achieve both aims, they are a combination of comprehension activities and extended writing. 

KS3 Homework 

Homework will be given in the form of table talk. Students will bring home a question that is centred around what we are currently studying in class. They are encouraged to consider their view on the statement, discuss the question or statement with someone at home and further research the question. On collection of their findings, they will bring them into school to discuss with their class.  

KS3 Enrichment  

KS3 Careers 

The study of religion can lead to a wide range of careers, both directly and indirectly related to the field. It develops valuable transferable skills—like critical thinking, cultural literacy, ethical reasoning, research, and communication—that are highly regarded across many sectors. 

Those studying Religious education go on to jobs including; education, social work and counselling, law, politics, human rights, media and journalism, and corporate ethics 

KS4 intent  

The intent of our GCSE Religious Education (RE) curriculum is to engage students with the big questions of life, belief, morality, and ethics through the academic study of religion and philosophy. Following the AQA Specification A, our curriculum is designed to deepen students’ knowledge and understanding of two major world religions (Christianity and Islam), as well as a range of contemporary moral and philosophical issues. 

We aim to: 

Develop religious literacy, enabling students to understand the beliefs, practices, and influence of religion in the modern world. 

• Encourage critical thinking and analytical skills by exploring religious and non-religious perspectives on ethical issues such as crime and punishment, relationships and families, and human rights. 

• Promote respect, tolerance, and empathy by studying diverse viewpoints and encouraging open-minded discussion of complex and sensitive topics. 

• Support students in forming their own well-reasoned views, underpinned by evidence and ethical reflection. 

• Equip students with transferable skills such as evaluation, structured argument, and reflective thinking—skills that are highly valued in further education and a wide range of careers. 

Ultimately, our intent is to provide students with a meaningful and relevant education in Religious Studies that prepares them to engage thoughtfully with the world around them, both as learners and as future citizens in a diverse society. 

KS4 implementation 

Our GCSE Religious Education curriculum is implemented through a carefully sequenced and structured programme of study, following the AQA Specification A. Students study two religions in depth—Christianity and Islam—alongside thematic units that explore ethical and philosophical issues relevant to modern society. 

Curriculum Delivery: 

• KS4 begins in Year 10,  with foundational knowledge from KS3 revisited and built upon to ensure continuity and progression. 

• Students study: 

• Component 1: The study of religions – beliefs, teachings, and practices of Christianity and Islam. 

• Component 2: Thematic Studies, including: 

• Relationships and families 

• Religion and life 

• Religion, crime and punishment 

• Religion, peace and war 

• Lessons are taught weekly by subject specialists, using a range of teaching strategies to support engagement, retrieval, and deep understanding. 

Pedagogical Approaches: 

• We use regular low-stakes quizzes and knowledge recall activities to embed key terms and concepts. 

• Lessons include discussion, debate, and structured writing tasks to develop analytical and evaluative skills. 

• We ensure that key vocabulary and religious literacy are consistently reinforced and modelled. 

• Exam-style questions and assessment tasks are embedded throughout to prepare students for the AQA exam structure, with targeted feedback and opportunities for improvement. 

• Homework and independent learning tasks extend and consolidate classroom learning. 

KS4 Impact  

The impact of our GCSE Religious Studies curriculum is that students leave with a deep understanding of religious beliefs, ethical issues, and philosophical thought, alongside the critical skills to evaluate and reflect on complex ideas. 

Our curriculum ensures that students: 

• Achieve academic success, with outcomes that reflect strong subject knowledge and exam readiness. Through regular assessments, feedback, and targeted intervention, students are well-prepared to meet and exceed their target grades in the AQA GCSE exam. 

• Develop religious literacy, enabling them to confidently explain the beliefs and practices of Christianity and Islam, and articulate informed opinions on moral and philosophical issues. 

• Think critically and analytically, using evidence and reasoning to evaluate different points of view. These skills support success not only in Religious Studies, but also in other humanities subjects and beyond. 

• Demonstrate respect, tolerance, and empathy—core values that are evident in their behaviour, classroom discussions, and engagement with diverse perspectives. Students are equipped to contribute positively to a multicultural society. 

• Engage meaningfully with ethical and global issues, such as human rights, social justice, and the value of life, helping them become thoughtful and active citizens. 

• Are well-prepared for further education and employment, with transferable skills in debate, communication, critical thinking, and essay writing that are valued in careers such as law, education, healthcare, social work, and public service. 

KS4 Homework 

Homework is set weekly at key stage 4. There is a mixture of retrieval quizzes and exam practice. Homework is set on MCAS and pupils will be given a week to complete.  

KS4 Enrichment  

Pupils are invited to attend visits to local churches and mosques as part of their studies. 

KS4 Careers 

The study of religion can lead to a wide range of careers, both directly and indirectly related to the field. It develops valuable transferable skills—like critical thinking, cultural literacy, ethical reasoning, research, and communication—that are highly regarded across many sectors. 

Those studying Religious education go on to jobs including; education, social work and counselling, law, politics, human rights, media and journalism, and corporate ethics