Religious Education Curriculum
Curriculum Intent – Content and Structure
The intended outcomes of what we teach:
| Religious Education at Wren Academy follows a Critical Realist approach. Our schemes of learning focus on truth claims made by religions and religious denominations and the understanding and evaluation of these truth claims. |
Curriculum Implementation
Curriculum Content and Sequence
Year 7
Autumn | Spring | Summer |
| What is Real? (Critical Realism) Christianity: Christmas | Introduction to Christianity Sikhism | Sikhism Christianity in my Community |
Year 8
Autumn | Spring | Summer |
| Judaism: The Covenant Islam: The Six Pillars of Faith | Christianity: The Life and Teachings of Jesus | Christianity: The Life and Teachings of Jesus Hinduism |
Year 9
Autumn | Spring | Summer |
| Rights and Responsibilities Buddhism | Islam: Debates in Islam | Philosophy of Religion Political Philosophy Religious Ethics |
Year 10
Autumn | Spring | Summer |
| Christian Beliefs Christian Practices | Christian Practices Buddhist Beliefs | Buddhist Practices Religion and Life |
Year 11
Autumn | Spring | Summer |
| Religion and Life Religion, Peace and Conflict | Religion, Crime and Punishment Religion, Human Rights and Social Justice | Revision |
Year 12
Autumn | Spring | Summer |
| Arguments for the existence of God Sources of Wisdom and Authority God/gods/ultimate reality | Religious experience Evil and suffering Issues of human life and death Good conduct and key moral principles | Issues of animal life and death Ethical theories Religious identity Religion, gender and sexuality |
Year 13
Autumn | Spring | Summer |
| Religious language Self, death and afterlife Life after death Religion and Science | Miracles Introduction to meta-ethics Bentham and Kant Religion and secularisation Religion and pluralism | Conscience Free will and moral responsibility Dialogues |
The Rationale for the Content and Sequence of what we Teach
Year | Why we Teach this Content and how the Content and Sequence of Topics Benefits our Students |
Year 7 | Our first unit introduces students to the concept of truth and the idea that religions are making truth claims and the reasons why theists, secularists and post-modernists hold different sources of truth to be valid. It lays the foundation for the rest of the curriculum. Students build to a scripted debate about which world view is correct, considering ultimate questions and the value of tolerance along the way. At the time leading up to Christmas, students learn about the importance of the incarnation. Following this, students are introduced to the key Christian beliefs about Jesus. Students then complete an in-depth look at Sikhism, as these ideas are easy to grasp and thus offer an interesting contrast with the Christian ideas they have been introduced to. The unit develops students’ understanding of equality and compares this to Sikh beliefs in the equality of all humans as an aspect of God. Finally, students look at the different ways Christianity is practised in North Finchley, visiting three different churches and considering ways the Church supports the local community. |
Year 8 | Students begin Year 8 as this outlines the importance of the Covenant between G-d and Abraham for Jews today, including expressions of this through Bar/Bat Mitzvah, circumcision and Pesach. Students learn about the difference between Orthodox and Reform Judaism. Students contrast the Jewish Covenant with Abraham and Isaac with the Muslim belief that the covenant was made through Ishmael in this next unity, which focuses on the core beliefs of Islam, including tawhid and the Prophet Muhammad. The long unit that follows considers the life and teachings of Jesus as well as the importance of his death for the atonement of sin. Students learn about the parables and miracles of Jesus, the reasons for his arrest and punishment and the theological beliefs that underpin these events. Students also consider the continuing role of the Holy Spirit today. Finally, students learn about some of the core beliefs of Hinduism, including their beliefs about God and the soul, karma, moksha and reincarnation. |
Year 9 | As students are becoming more aware of the world around them, our Rights and Responsibilities unit gets students to consider the origin of their human rights, how those rights have been violated in the past and how religion has inspired those who have stood up for the rights of those oppressed through Gandhi and Martin Luther King Jr. This is the first time students have really considered the impact of religious beliefs of believers lives. Year 9 is also the first time that students are able to grapple with the challenging concepts of Buddhism, of suffering and the Buddhist response to suffering. This also gives students a taste of GCSE study as Buddhism is one of the two religions studied at GCSE. The second largest religion in the school is Islam and this is reflected in the significant proportion of time that is given to this faith at Key Stage 3; their Year 8 scheme is followed up here with a 20-lesson Scheme of Learning developing these ideas and concepts to a deeper level: the opening verses of the Qur’an and how they display key beliefs, the differences of beliefs surrounding the wearing of hijab and the way that fundamentalist Muslim beliefs (e.g. Islamic State) are contrary to the core tenets of the Qur’an, for example. Students consider the critical issues within the religion: the Sunni-Shi’a split (the causes and similarities and differences in faith), the Ahmadiyya movement and the debates over whether this messianic denomination counts as ‘Muslim’, Wahhabism and the mystic denomination of Sufism. Finally, students finish with a series of units on philosophy and religion. Again, students are mature enough to be able to engage with these complex issues: the nature of reality, of God, of evil and suffering, of right and wrong. In the mini-unit on political philosophy, students are introduced to the ideas of justice in the works of Plato, John Rawls and Robert Nozick, before learning about the British parliamentary system and why Christians might choose to vote for the different political parties. |
Years 10 and 11 | At Key Stage 4, as this content is available to all students in Core RE lessons and Focus Days, it should be the most relevant; in line with the current religious climate and with the religious demographic of the school. With this in mind, priority is given to the teaching of Christianity and Islam. Regarding Christianity, the aim is to achieve a solid understanding of Christian teachings on the nature of God and morality. Regarding Islam, there is a focus on the true teachings of the religion, in order to be able to understand and evaluate radical beliefs and common misconceptions seen in the media, with a view to combatting radicalisation and tackling prejudice and discrimination against Muslims in Britain. It is vital to us that these issues are addressed directly for all pupils at Wren Academy and that they are not ‘watered down’. Further, the intention here is to develop the critical understanding of the religion provided at Key Stage 3. Year 10 Core RE Year 10 Focus Days
Year 11 Focus Days
Each of the above days have been developed with an awareness of the needs of non-specialist teachers. Key Stage 4 – Exam classes |
Years 12 and 13 | The new A Level in Religious Studies builds on work studied at GCSE and takes this to a higher level with the introduction of Philosophy of Religion and Religious Ethics. The study of a combination of Western and Eastern religions makes this transition much smoother as it begins to prepare students for the more challenging material an A Level course offers, for example this is specifically apparent when studying the concept of the soul. The religion of focus is Christianity. |
Key Stage 4 (KS4) and Key Stage 5 (KS5) only:
What exam board/syllabus do you teach?
Why have you chosen this syllabus?.
In what ways is it suited to your students?
At KS4: The AQA syllabus has been chosen as it offers an interesting and engaging balance between theological study and ethical consideration and provides scope to teach beyond the test. The schedule for teaching the content of the course encourages students to re-visit theological topics (Year 10) during the ethical modules (Year 11), preparing them well for their final examination and the assessment methods provide the opportunity for students to engage well with the subject material.
At KS5: The AQA syllabus has again been chosen as it offers a smooth transition from the GCSE to A Level course. It also divides the examination papers up into Philosophy and Ethics and Christianity, which suits the split teaching well.
Curriculum Implementation
The subject specific habits and behaviours we develop (or intend to develop) in our students
Subject Specific Habits and Behaviours | How we embed these in our students |
| Curiosity To reflect on the origins and truths of beliefs, the effects those beliefs have on believers and to develop a curiosity about the world. Critical thinking The ability to analyse and evaluate challenging theological, philosophical and ethical issues, and to reach a thoroughly justified conclusion. Religious Literacy The ability to talk with accuracy, depth and breadth about a variety of religious beliefs and practices. Reflective To reflect on, evaluate and respond to their own and others’ worldviews. Literacy To be able to argue persuasively, verbally and in writing and to do so with a high level of literacy. | Curiosity
Critical Thinking
Religious Literacy
Reflective
Literacy​
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Academy Ethos
Academy Curriculum Intent | How our department’s curriculum content and teaching approaches reflect the whole Academy ethos |
| A Curricular and Pastoral commitment to Micah 6v8: Do justice, love kindness, and walk humbly with your God High Expectations of students’ behaviour for learning, learning progress, and respect for our community. A commitment to make learning enjoyable, engaging, relevant and challenging. A commitment to develop knowledge, skills and character. Consistency and fairness in approach and routines. Excellent and developing subject knowledge which inspires confidence in students. Effective collaboration across all parts of the academy. Highly skilled teaching which deepens understanding and stimulates curiosity. A willingness to embrace research and innovation in order to enhance the learning potential of our students. Recognising and rewarding effective use of learning habits as well as academic achievement. |
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Implementation
Academy Ethos
Micah 6v8: Do justice, love kindness, and walk humbly with your God | ||||
Curriculum Content Opportunities | Curriculum Delivery Opportunities | |||
| Justice | Year 7: Sikhism – 5Ks (standing up for what is right) Year 8: Islam – day of judgement, angels. Year 9: Civil rights movement - UDHR Buddhism – kamma and the impact we have on others. Islam – Freedom of speech, women in Islam, Shari’ah. Philosophy 4 lessons on ‘what is justice’, Political Philosophy. KS4: Christian Beliefs – Forgiveness, judgement, sin, salvation and atonement. Christian practices – Worldwide church, persecution, reconciliation. Buddhist beliefs – Kamma Buddhist practices – 5 Precepts, 6 Perfections. Year 11 – Human Rights and Social Justice unit. KS5: Christianity – Good moral conduct, sanctity of life, gender equality, transgender issues, religious pluralism. Ethics – the entire course. |
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| Kindness | Year 7: What is real – tolerance. Jesus – Prodigal Son parable. Sikhism – Selfless service, earning an honest living (Lalo & Bhago). Year 8: Judaism – the Mitzvoth Christianity – Parables of Jesus Year 9: Civil Rights Movement – Ahimsa, Teachings of Jesus, Good Samaritan, Martin Luther King, Gandhi. Buddhism – five precepts, Eightfold path, Kamma, Dalai Lama. Islam – Ahmadiyya Movement, Shari’ah, Greater Jihad. Philosophy – Ethics. KS4: Christian Beliefs – Forgiveness. Christian Practices – Reconciliation, persecution, Ways Christians help their local and worldwide communities (Food banks, street pastors, charity work with the poor). Buddhist Beliefs – Kamma, Dependent Arising, Noble Eightfold Path. Buddhist Practices – Kamma, Five Precepts, Six Perfections, metta (loving-kindness), karuna (compassion). Year 11 Ethics topics, e.g. abortion, euthanasia, environmental ethics, peace & conflict. KS5: Christianity - Good conduct and key moral principles; Religion, gender and sexuality. Ethics units. Especially Fletcher’s ‘agape’. |
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| Humility | Year 7: What is real topic, especially ‘how might we be wrong?’ Christianity – Incarnation, Jesus: Man or Son of God, Miracles. Sikhism – Nature of God, Khalsa as all humans are equally valuable, selfless service. Year 8: Judaism – A people chosen by God, obeying the Mitzvoth, Passover “we were free and were freed – we did not free ourselves”. Islam – Concept of Tawhid (the oneness of Allah), predestination. Christianity - Jesus as God incarnate, the significance of the cross, following the teachings of Jesus. Hinduism – Brahman and Kamma. Year 9: Civil Rights Movement – Equality. Buddhism – Enlightenment, rebirth. Islam – Allah, Muhammad’s revelation, Shari’ah. Philosophy – Nature of God, Problem of evil, justice. KS4: Christian Beliefs – Nature of God, sin, atonement, God as creator, incarnation. Christian practices – How Christians have a duty to help others, worship, prayer, mission. Buddhist beliefs – Enlightenment, interconnectedness of beings and dependent arising, kamma, three marks of existence. Buddhist practices – Funerals, worship, meditation, festivals. Religion and Life topics. KS5: Christianity - Sources of Wisdom and Authority, God unit, Good conduct and key moral principles, Expressions of religious identity e.g. baptism, communion, mission. Life after death. Philosophy – Arguments for God’s existence, The problem of evil, Religious experience unit. Miracles. Self, death and the afterlife. Ethics course. |
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Please click here to access the full Religious Studies curriculum document.