Religious Studies

The intent of RE and RS is to engage pupils 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”.  To provide a broad, balanced curriculum that teaches “About Religion” and “From Religion” including the human and divine factors using a range of religions, world views and themes.   

This is to ensure students are equipped with information to enable them to be modern British and global citizens, as well as to begin to understand the principles of atheism and Humanism.  This content helps them to begin determine their own beliefs in a community of discussion away from pressures of family faith or lack thereof, as is their right as per the Human Rights Act 1998. 

The rationale for: The Big Questions; Festivals of Light; Humanism; Problem of Evil and Christian Denominations is to assess base line knowledge, engage in comparative Religious Education regarding festivals, consider ethical and moral questions, introduce world views beyond religion and develop literacy. 

The intent of RE and RS is to engage pupils 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”.  To provide a broad, balanced curriculum that teaches “About Religion” and “From Religion” including the human and divine factors using a range of religions, world views and themes.   

This is to ensure students are equipped with information to enable them to be modern British and global citizens, as well as to begin to understand the principles of atheism and Humanism.  This content helps them to begin determine their own beliefs in a community of discussion away from pressures of family faith or lack thereof, as is their right as per the Human Rights Act 1998. 

The rationale for: Religion and Science including Genetic Engineering (Applied Ethics); Sanctity of Life; Judaism/Jewish Worship and Islam/Muslim Worship is to apply religious ideas to a contemporary scientific issue, develop understanding of Judaism and Islam core beliefs and practices, to build knowledge of GCSE themes, to have cross curricula learning between RE and Science and to challenge misconceptions that science and religion cannot co-exist and develop literacy. 

The intent of RE and RS is to engage pupils 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”.  To provide a broad, balanced curriculum that teaches “About Religion” and “From Religion” including the human and divine factors using a range of religions, world views and themes.   

This is to ensure students are equipped with information to enable them to be modern British and global citizens, as well as to begin to understand the principles of atheism and Humanism.  This content helps them to begin determine their own beliefs in a community of discussion away from pressures of family faith or lack thereof, as is their right as per the Human Rights Act 1998. 

The rationale for: Conflict (Applied Ethics); Sikhism (Sikhi); Buddhism and Art in Religion is to apply religious ideas to a contemporary sociological, political and international issue, develop understanding of Sikhi to reflect local demographic conditions, to engage in comparative Religious Education regarding how worship happens, to understand not all religious traditions include deities and consider a form of religious expression. 

(Within the Character and Culture Curriculum) The intent of RE and RS is to engage pupils 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”.  To provide a broad, balanced curriculum that teaches “About Religion” and “From Religion” including the human and divine factors using a range of religions, world views and themes.   

Through the study of Christianity and Islam as Abrahamic faiths, students gain knowledge of their shared origins and distinctive beliefs. They explore key theological concepts including the nature of God, the role of angels, and beliefs about heaven and hell, developing religious literacy and a deeper understanding of how faith influences values, behaviour and decision-making. 

The rationale behind the China case study is that it explores the experiences of Uyghur Muslims in China and the relationship between religion, identity and political power. It helps students understand the importance of religious freedom, human rights and respect for diversity. Students investigate how governments can influence communities and religious groups through policies and laws. The topic develops empathy by examining the challenges faced by minority communities. Students also analyse media reports and evidence, strengthening critical thinking and source evaluation skills. The case study encourages discussion of equality, justice and community cohesion. It helps students appreciate the benefits of living in a multicultural society and respecting different beliefs. Ultimately, it develops informed, reflective and responsible citizens who can engage with contemporary global issues. 

(Within the Charachter and Culture Curriculum) The intent of RE and RS is to engage pupils 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”.  To provide a broad, balanced curriculum that teaches “About Religion” and “From Religion” including the human and divine factors using a range of religions, world views and themes.   

This is to ensure students are equipped with information to enable them to be modern British and global citizens, as well as to begin to understand the principles of atheism and Humanism.  This content helps them to begin determine their own beliefs in a community of discussion away from pressures of family faith or lack thereof, as is their right as per the Human Rights Act 1998. 

The rationale for Global Warming Case Study, Microplastics, Scarcity of Natural Resources, Religion and Stewardship is to apply religious ideas to a contemporary sociological, political and international issue, to engage in comparative Religious Education regarding how religions apply holy scripture to modern challenges.