ReOur principal aim is to engage our students in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own. Our curriculum aims to ensure that all students know about and understand a range of religions and worldviews, express ideas and insights about the nature, significance and impact of religions and worldview, and gain and deploy the skills needed to engage seriously with religions and worldviews. Through each Key Stage we develop the three disciplines of Religious Education: Theology, Philosophy and Sociology. We develop key content whilst also developing key knowledge of Religious Education, mainly Substantive knowledge, Disciplinary Knowledge, and Experiential Knowledge. Our extra-curricular offer seeks to develop opportunities for debate and development of understanding for our students, as well as to deepen enjoyment and interest of the subject as a whole.  

Year 7

Year 8

Year 9



Year 7

Year 8

Year 9

Autumn Term 1

Introduction to RE

Philosophy of Religion

Judaism – Including Holocaust Theology

Autumn Term 2



Spring 1


Christianity - Who was Jesus?

Christianity - Jesus the Rescuer

Spring 2

Summer 1



Civil Rights: Martin Luther King Jnr

Summer 2

Non-Religious World Views

Back to top


Year 7 Core Learning Objectives

To believe or not to believe? An Introduction to RE

  • Understand the difference between fact, belief and faith
  • Think about your own ideas, beliefs and opinions
  • Reflect on the idea of God and the key attributes e.g. omnipotence, omniscience and omnipresence
  • Know the differing responses to the question ‘Does God exist?’ - Theism, Atheism and Agnosticism
  • Consider reasons for belief and non-belief in God
  • Explore the ideas and reasoning of atheism
  • Understand the nature of RE and the relevance of the subject today
  • Research religion in the media
  • Share and discuss the topical examples and appreciate the impact of religion in the world today
  • Know the key facts about the major world religions, including symbol, founder, beliefs about God, holy book, place of worship
  • Identify key similarities and differences between major world faiths
  • Consider the importance of symbolism in religion
  • Understand key terms: Fact, Belief, Faith, Theism, Atheism, Agnosticism, Omnipotence, Omnipresence, Omniscience, Sign, Symbol, Judaism, Christianity, Islam, Hinduism, Sikhism, Buddhism, Humanism, Secular, Philosophy

Christianity: Who is Jesus?

  • Know key Bible facts e.g. Old and New Testament, Authorship and the Gospels
  • Be able to look up a Bible reference (Book, chapter and verse)
  • Know key events in the life of Jesus e.g. birth, miracles, parables, crucifixion and resurrection
  • Understand the difference between historical fact and Christian beliefs in relation to the life of Jesus
  • Understand the key teachings of Jesus and Christianity, for example as taught in the parables e.g. the Prodigal Son
  • Investigate the miracles of Jesus and think critically about the possibility of supernatural events
  • Look at examples of art work and analyse the different interpretations relating to the question of ‘Who is Jesus?’
  • Understand key terms: Bible, Testament, Genesis, Gospel, Nativity, Parable, Miracle, Crucifixion, Resurrection

Church Design Project

  • Understand the basic beliefs of a Christian
  • Know the key features of a church e.g. altar, pulpit, lectern, font, baptistery, iconostasis
  • Know what denomination means
  • Provide examples of different Christian denominations and appreciate how their differences are reflected in their place of worship
  • Consider the different needs of the denominations and identify the problems raised
  • Think logically and offer practical solutions to accommodate the needs of the different denominations
  • Consider how a design can promote a Christian atmosphere e.g. welcoming, peaceful, inspiring
  • Think in a practical yet creative way and consider original features that could be incorporated in your design e.g. a peace garden
  • Apply research acquired on the visit to St Anne’s Church
  • Design a floor plan of a church which will unite the five different denominations and cater for all their needs
  • Focus on two aspects of the church design and illustrate what these areas would look like
  • Write a report that explains in detail the design that you have chosen and the decisions that you have made
  • Present work in a neat and clear way, using keys and labels
  • Understand key terms: Christian, church, denomination, Anglican, Baptist, Orthodox, Roman Catholic, Quaker, altar, pulpit, lectern, font, baptistery, iconostasis, pew, quiet room


  • Know about the early life of the Buddha and understand the impact of these events
  • Know about Queen Maya’s dream, Siddattha’s life at the palace, the Four Sights and the path to his enlightenment
  • Know and understand the key Buddhist teachings on the Three Universal Truths/Marks of Existence, the Four Noble Truths, the Middle Way and the Eightfold Path
  • Know and understand the meaning of the story of Kisogatami and her baby
  • Understand the Buddha image and key Buddhist symbols.
  • Explore the impact of Buddhist teaching on everyday life eg meditation
  • Evaluate key questions and issues regarding the Buddha and Buddhist teaching
  • Understand and make use of key Buddhist terms: Siddattha Gotama, Kshatriya, Caste, Enlightenment, Buddha, Buddhism, the Four Noble Truths, Dukkha, Anicca, Anatta, the Middle Way, Eightfold Path, Meditation, Mudras, Sangha


  • Know the key Sikh beliefs about God
  • Be able to describe the key artefacts and features of a Sikh Gurdwara
  • Be able to explain what each artefact is and why it is important
  • Understand how Sikhs show respect at the Gurdwara and the code of conduct
  • Know and understand how Sikhs worship
  • Understand the importance of the Gurdwara for the individual and the community
  • Understand key terms: Gurdwara, Guru Nanak, Guru Granth Sahib
Year 8 Core Learning Objectives

The Philosophy of Religion: The Dialogue between Religion and Science

  • Define what is meant by an ultimate question and give specific examples such as: Who created the world? Is God real? Is there an afterlife?
  • Understand the beliefs and teachings of the Genesis creation story; understanding both literal (creationism) and symbolic interpretations
  • Express knowledge of at least one creation story and show an understanding of what creation stories teach about the world eg stewardship
  • Know the scientific explanations of the universe including the Big Bang theory, evolution and Intelligent Design
  • Contrast religious and scientific explanations; identifying key similarities and differences
  • Understand how one can accept both religious and scientific views
  • Analyse the debate through key philosophical arguments e.g. Paley’s Design Argument, Pascal’s Wager, Feuerbach
  • Write creatively by producing a piece of creative writing on the origins of the universe
  • Express personal ideas about the origins of the universe and arguments for the existence of God
  • Offer reasons and back up opinions
  • Apply independent ideas and research in a relevant way
  • Understand Key terms: Ultimate question, philosophical, Genesis, Creationism, the Big Bang Theory, evolution, Intelligent Design, stewardship

Alternative Creation Myths

  • Know at least one other creation myth e.g. Pan Ku and understand the meaning relating to ideas about God, the role of humans and environmental responsibility
  • Write creatively, producing ‘an alternative creation myth’ about the origins of the universe; taking on board key themes, symbolism and meaning
  • Present work in an original and creative way

Islam: Key Beliefs and Practices

  • Reflect on existing knowledge and ideas about Islam
  • Demonstrate good knowledge of the life of Muhammad including Muhammad’s early life, the Night of Power and the Hijrah
  • Understand the importance of Muhammad and his example to Muslims
  • Understand the importance of the Qur’an as the holy book of Islam; including the content, how it is treated with respect, how it is used in everyday life and its influence on Muslim lifestyle
  • Know what the Five Pillars of Islam are and understand the symbolism of the ‘pillars’
  • Examine at least ONE pillar in detail and demonstrate understanding of HOW and WHY Muslims put their beliefs into action
  • Develop an understanding of Islamic lifestyle and being a Muslim in the 21st century
  • Make use of religious key term consistently and effectively
  • Understand Key terms: Islam, Muslim, Muhammad, Makkah, the Ka’aba, the Night of Power, the Qur’an, the Five Pillars, Shahadah, Salah, Zakah, Sawm, Haj

Christianity: The Life of Jesus - Jesus as Rescuer

  • Understand the concept the concept of rescue and rescuer and link to the Christian belief about Jesus as the saviour of the world
  • Explore Pope Gregory’s ‘Seven Deadly Sins’ in order to reflect on the idea of sin and what the world needs saving from
  • Describe the key events of Jesus’ life including his birth, teachings, death and resurrection
  • Understand the Christian belief in the incarnation and explore the key teachings and symbols through analysis of John’s Prologue e.g. Jesus as the light of the world
  • Know the nativity story and understand the symbolism e.g. the virgin birth, angels, the stable, the shepherds and the gifts of the Magi
  • Explore the theme of light into darkness
  • Understand the life of Jesus and the impact of his parables and miracles in order to understand the role of Jesus as saviour
  • Know the events leading up to the crucifixion of Jesus; evaluating the question ‘Why did Jesus die?’
  • Offer historical, political and religious reasons for the death of Jesus
  • Explore the symbolism of the death of Jesus and understand the Christian belief about Jesus sacrificing his life to save the world (atonement and reconciliation)
  • Know the events of the resurrection
  • Look critically at the resurrection and explore arguments for and against and alternative explanations
  • Understand the significance of the resurrection for Christians and making the link to ideas of hope, salvation and eternal life
  • Understand Key words: Saviour, salvation, Messiah, incarnation, sin, nativity, symbolism, universalism, Good Friday, crucifixion, sacrifice, atonement, reconciliation, resurrection, Easter

Hinduism: Beliefs about God.

  • Reflect on existing knowledge and ideas about Hinduism
  • Know what Hinduism teaches about the nature of God (Brahman)
  • Understand ideas of both monotheism and polytheism and explore the Trimurti (Brahma, Vishnu and Shiva)
  • Appreciate the importance of symbolism in Hinduism through exploration of the roles and stories of gods and goddesses e.g. Ganesh, Rama
  • Know how Divali is celebrated; the stories and symbols
  • Make links between Divali and celebrations in their own lives, and explore the importance of community festivals for identity and culture
  • Know the story of the Ramayana and show an accurate understanding of the key events, themes and teachings
  • Understand Key terms: Hinduism, Hindu, Aum, Monotheism, Polytheism, Brahman, Trimurti, Brahma, Vishnu, Shiva, Ganesh, Divali, Ramayana

Back to top


Year 9 Core Learning Objectives

Judaism and the Holocaust

  • Reflect on the issue of identity and consider major influences upon individuals and culture
  • Understand the impact of religious world views on issues of identity, focusing on Jewish identity
  • Have thorough knowledge of the covenant of Abraham and the life of Moses and understand their importance to Jews today
  • Examine the Ten Plagues and explore philosophical questions linked to power of God and miracles
  • Evaluate the relevance of Jewish traditions in the world today
  • Explore key Jewish religious practices and observances including, Shabbat, Kosher, the Synagogue and Clothing
  • Understand the symbolism linked to Jewish worship
  • Know the key events leading up to the Holocaust including Kinder transport, Kristallnacht, the Nuremberg Laws
  • Reflect on the historical, political and religious perspectives
  • Understand the impact of the Nazi regime on individuals, families, communities, culture and belief
  • Be able to make reference an individual e.g. Anne Frank when considering the impact of the Holocaust
  • Understand Key terms: Identity, Judaism, Jewish, Abraham, covenant, Monotheism, Circumcision, Moses, Plagues, Miracle, Exodus, Ten Commandments, Shabbat, Kosher, Synagogue, Tallit, Tefillin, Kippah, Orthodox, Reform, Holocaust, Assimilation, Stereotype, Scapegoat, Kristallnacht, the Nuremberg Laws

Martin Luther King and the Civil Rights Movement

  • Know definitions and examples of prejudice, discrimination, stereotype, scapegoat, racism, segregation
  • Appreciate the background of the Civil Rights Movement (CRM) in the USA through examination of examples e.g. Elizabeth Eckford, Emmett Till
  • Demonstrate good knowledge of the life of Martin Luther King Jr (MLK) including his early life, education, Christian faith
  • Examine the events of the 1955 Bus Boycott and the implications for the growth of the CRM
  • Explore MLK’s contribution to the CRM with evidence to support such as the Bus Boycott, Sit-ins, Freedom Rides, Marches, Speeches (“I have a dream”), publications, the Nobel Peace Prize, death and legacy
  • Understand how MLK’s Christian beliefs influenced his vision and his philosophy of pacifism and peaceful resistance
  • Consider the lives of other key figures and world views which have challenged injustice e.g. Gandhi, Dietrich Bonhoeffer, Malcom X, Buddhism and the Religious Society of Friends (Quakers)
  • Evaluate and analyse a range of perspectives in response to the question ‘Is violence ever justified?
  • Express personal ideas about the issues of injustice and the use of violence
  • Offer reasons and back up opinions
  • Apply independent ideas and research in a relevant way.
  • Understand key terms: prejudice, discrimination, stereotype, scapegoat, racism, segregation, the MIA, the CRM, boycott, pacifism, peaceful resistance, agape, ahimsa

Rabbit Proof Fence

  • Reflect on existing knowledge and ideas about Australia with particular focus on the indigenous Aborigine people
  • Research the historical, geographical and anthropological background
  • Have knowledge and understanding of the “stolen generations” through the story of Molly Craig in ‘Rabbit Proof Fence’
  • Show understanding of, and empathy for, the cause of the Aborigines and the impact on individuals, families, identity and culture
  • Reflect on the reasons for the Aborigine Act and the actions of Mr A.O.Neville in his role as Chief Protector of Aborigines, considering ideas such as advancement into white society and an unwanted “third race”
  • Understand Key terms: Indigenous, Native, Aborigine, Aboriginal, “stolen generations”, “third race”

An introduction to Christian Ethics: Abortion, Euthanasia, IVF, Genetic Engineering, Designer Babies, Saviour Siblings)

  • Know definitions and examples relating to moral issues including, illegal, sim, immoral, ethical, absolute morality, relative morality and the sanctity of life

For the chosen moral issue (Abortion, Euthanasia, IVF, Genetic Engineering, Designer Babies, Saviour Siblings)….

  • Know key technical facts such as key terms
  • Know the law relating to the ethical issue
  • Reflect on the debate and big questions, considering a variety of opinions and beliefs
  • Apply a variety of Biblical and Church teachings
  • Use Biblical references to support arguments both for and against
  • Evaluate a statement, offer a balanced argument and consider alternative responses
  • Express independent ideas and opinions and offer reasons, explanations and examples to support views
  • Ask relevant questions to expand knowledge and understanding

Capital Punishment

  • Reflect on the causes of crime and the impact on the individual, the family and society.
  • Understand and apply key terms linked to reasons for punishment: protection, deterrence, retribution, reform and reparation.
  • Assess the effectiveness of variety of punishments
  • Know the legal and historical facts surrounding capital punishment in the UK
  • Reflect on the case study of Derek Bentley and consider questions relating to issues such as the age of criminal responsibility, the joint enterprise law and the morality of the death penalty.
  • Evaluate the morality and effectiveness of capital punishment
  • Explore Christian teaching on forgiveness through Bible teachings and the case studies of Gee Walker and Julie Nicholson
  • Offer a balanced argument (considering arguments such for and against/negative and positive/cause and effect/with and without)
  • Consider alternative responses
  • Express independent ideas and opinions and offer reasons, explanations and examples to support views.
  • Ask relevant questions to expand knowledge and understanding
  • Understand Key terms: protection, deterrence, retribution, reform, reparation, capital punishment, justice, forgiveness

Back to top