Curriculum Intent

We aim to provide students with a broad understanding of some of the major issues in society today and the different viewpoints that people have around these issues, including religious views. Students are given the opportunity to explore, understand and question how and why people hold different beliefs on issues in order to better understand their place in society.

Year 7 Curriculum

In year 7, students look at the concept of belief.  In cycle 1, they examine what makes people believe and consider how some of their own beliefs influence their own morals. Students also look at the range of beliefs that exist in the UK today along with Leicester as their local area. Students study the key beliefs of a wide range of religions such as the Five Pillars in Islam and the Eightfold Path in Buddhism. In cycle 2, Students go on to look at creation stories of different religions such as Christianity, Islam, Hinduism and Sikhism as well as looking at Pan Gu, the Big Bang Theory and the Theory of Evolution. In cycle 3, students look at the different religious festivals which take place in the UK and around the world. Students look at the festivals which are celebrated within religions such as Easter, Vaisakhi and Eid as well as looking at the Day of the Dead festival.

Year 8 Curriculum

In year 8, students start by examining environmental issues faced and the different responses and reactions to them, considering issues like stewardship and animal rights. Cycle 1 focuses on the human impact on the environment linking to religious perspectives on the environment such as Christianity, Islam and Hinduism. Students then discuss religious views on animal rights and then practice their debating skills on vegetarianism. In cycle 2, students explore issues around evil and suffering, exploring the difference between moral and natural evil and religious viewpoints towards evil and suffering. Towards the end of the cycle, students link their learning on evil and suffering to poverty, charities and forgiveness. In cycle 3, students get the chance to examine the views that people hold around the issue of life after death. Students focus on religious viewpoints towards life after death such as day of judgment and karma as well as examining non-religious viewpoints on life after death.

Year 9 Curriculum

In year 9, students look at Marriage and Family in cycle 1. With a Christian foundation, they will look at family and relationships, issues such as divorce, and family planning. They will look at things from a legal, as well as a moral, perspective. They will have the opportunity to discuss different views that people will hold,  In cycle 2, students will get the opportunity to discuss and explore different views on different medical and social issues such as abortion and euthanasia. From religious and non-religious viewpoints, students get the opportunity to discuss and develop their knowledge of debateable topics. They will look into things from a legal and ethical moral perspective. They will develop the skills required to engage in the critical and reflective religious beliefs as well as develop their own positions on these topics giving them the opportunity to reflect and voice their opinions. There is also a focus on the death penalty, genetic engineering and IVF. In cycle 3, students finish the year by examining views around peace and conflict, considering if war can ever be justified and what the different religious and non-religious views are towards conflict. There will also be a link to the Crusades, terrorism and anti-Semitism. They will be encouraged to express their finding and ideas within a GCSE style format, which gives a strong foundation for those students taking Philosophy and Ethics at GCSE.

Year 10 and 11 Curriculum

In year 10 and 11 students access their RE curriculum through a variety of forms, including:

• Assemblies focusing on different key religious events in the year, such as Diwali
• Dedicated tutor time sessions allow students to reflect on their learning from whole group assemblies and explore religious issues, such as forced marriage
• External providers cover key religious issues, such as extremism with Going to Extremes from Alter Ego
• Some subject areas look religious beliefs in their content. For example, English addresses religious beliefs when teaching war and conflict poetry, and in Science students learn about the ethics of genetic modification
• Teachers lead guided prayer on Fridays, and students have access to a prayer room
• Links are made in PSHE and Citizenship lessons where religious teaching and views are in line or at odds with topics.