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.

The 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.

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.

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.

JSUS Live – An interactive workshop looking at the life of Jesus  

Christian practices workshop  -An interactive market place activity looking at how prayer impacts the lives of Christians

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