The intent of the GCSE Religious Studies curriculum is to develop students’ knowledge, understanding and critical engagement with religious beliefs, practices and worldviews through the in-depth study of Christianity and Buddhism. The course aims to equip students with the ability to think analytically, evaluate differing perspectives and develop informed, respectful responses to ethical and philosophical questions.

Through studying two contrasting religious traditions (one Abrahamic and one Eastern tradition), students gain insight into how beliefs influence individuals, communities and societies both historically and in the modern world. The curriculum promotes tolerance, empathy and respect for diversity, while also encouraging students to reflect on their own beliefs and values. Religious Studies supports students’ moral, social and cultural development and prepares them to engage thoughtfully with a pluralistic society.

Pupils commence their GCSE course during term 6 of Year 9. We follow the AQA GCSE Religious Studies. This is the most popular exam board for GCSE Religious and has been chosen due to its coherence, supportive resourcing and content choice. We also feel that our students are well suited to the assessment format

The GCSE Religious Studies curriculum is carefully sequenced to build knowledge and skills progressively across the course. Students start by studying the key beliefs and teachings of Christianity and Buddhism. This gives a foundation for then approaching the thematic topics (ethical and philosophical studies) as well as the study of religious practices. We choose to interleave the Paper 1 religious content with the Paper 2 thematic content so as to enhance engagement and to aid long-term retrieval.

Lessons explicitly develop subject-specific skills, including explanation, analysis and evaluation, ensuring students are confident in responding to GCSE-style questions. Key terminology is taught and revisited regularly to secure understanding and support written accuracy. Learning is supported through a range of teaching strategies, including discussion, debate, source analysis, exam practice and retrieval activities.

Assessment is used effectively to inform teaching and support progress. Students complete regular ‘Recap and Recall’ regular low-stakes quizzes, written assessments and exam-style questions, with structured feedback enabling them to improve their responses. Opportunities for extended writing and evaluation are built into the curriculum to strengthen literacy and critical thinking skills.

Debates and presentations are a key part of the teaching of the thematic elements. Not only does this improve pupil oracy and communication skills but also helps them make meaningful links to contemporary issues such as peace, justice, human rights and ethical decision-making, helping students to see the relevance of Religious Studies in everyday life.

Current topics taught are:

Year 9

Christianity: Beliefs and teachings

Year 10 

Buddhism: Beliefs and teachings, Theme: Peace and conflict, Theme: Human rights and social justice, Christianity: Practices

Year 11

Buddhism: Practices, Theme: Religion and Life, Theme: God and Revelation (philosophy of Religion

  • Year 7 – Belief & Influences, Impact of belief – Judaism & Christianity, Health & Community, Health & Children’s Rights, Islam, Festivals & Pilgrimage
  • Year 8 – Moral Codes, Systems of government, Christianity, Leadership, Citizenship, Buddhism 
  • Year 9 – Suffering and Death, Relationships & Careers, Initiation and Multicultural Britain, Drugs, Rights and Ethics, Religion, Crime & Law 
  • Year 10 – Putting Faith into Action, Buddhism / Hinduism, Religion & Science, Relationships, Life & Death, Revision and Skills
  • Year 11 – Physical and Emotional Wellbeing, Rich & Poor, Social Pressures , Religion & Politics, Preparing for the future.
  • Year 12/13 – Life Skills Lessons: Relationships, Sexuality & Consent, Drugs, Alcohol & Tobacco, Emotional Well-being & Stress, Physical Health & Nutrition, Risk & Safety, Community & Independence, You as a Worker & Money and Finance. Guest speakers and conferences: Sex, Drugs and Alcohol education, Chlamydia Awareness and Testing, Cancer Awareness Talks, Radicalisation Talk, Driver and Passenger Awareness, Religious Vocation Talk
  • Year 10 – Christianity: Beliefs and teachings, Buddhism: Beliefs and teachings, Theme: Peace and conflict, Theme: Human rights and social justice, Christianity: Practices,
  • Year 11 – Buddhism: Practices, Theme: Religion and Life, Theme: Relationships and families
  • Year 7 – Settling into Math. Introductions to Religion, Positive / Growth Mindset and Mental Health, Families, Stories about Jesus, Money
  • Year 8 – The Government, Religious Places of worship, Health, Old Testament Stories, Social Media, The existence of God.
  • Year 9 – Human Rights, Religion and Identity, Health, Religion, Politics and the Law, Relationships, Peace and Conflict.
  • Year 10 – Money, Living in the Wider World, Religion & Science, Health and Safety, Religion, Life and Death, Relationships.
  • Year 11 – War and Peace, Relationships

The department has no specific prescribed approach to the teaching of Life Skills which enables individual teachers to make the most of their own skills, abilities and professional judgement. However, there are common ways in which the curriculum is implemented across the department.

  • Staff have excellent subject knowledge and are all subject specialists.
  • Lessons use appropriately challenging resources and go beyond a mere factual to include opportunities for personal reflection and critical thinking.
  • Students are regularly given challenging in depth tasks requiring them to work independently and/or with others as appropriate. This includes extended homework projects throughout year 7.
  • Lessons engage students and encourage them to form their own judgement, welcoming a range of judgements and perspectives. Students are encouraged to question, offer opinions and explore.
  • Skills are developed for wider study, including revision and retrieval of knowledge, focusing on the developing of understanding and long term memory.
  • Assessment – in the form of teacher assessed or peer assessed work – that informs teaching and gives pupils feedback on the success of the work they have carried out,
  • Homework is set regularly, in line with school expectations. Tasks are substantial and make a meaningful contribution to the programme of study – including individual or group project work, research, and revision. During year 7 one homework project every other term is graded using the department’s mark scheme.
  • The explanation and use of key technical vocabulary is embedded from the start of year 7, with the expectation that students understand and use this terminology with confidence as they progress in their studies. Particular focus is given to understanding and applying key quotes.
  • The deliberate development of literacy skills, with high expectations of students’ spelling, punctuation and grammar, tasks that push students to write confidently and precisely and activities in which pupils engage with appropriately challenging texts and source material.
  • Development of explicit conceptual links between topics and year groups, for example the individuals role in society (Community Yr 7, Leadership Yr 8, Initiation Yr 9, Putting Faith into Action Y10 and Rich and Poor Y11).
  • SEN provision effectively meets the individual needs of students, ensuring that they have equal access to learning and progress.

Retrieval Practice is embedded within the department’s schemes of work and specific lessons, in particular in the recall and application of religious quotes and human rights. We have incorporated regular recap and recall questions into our SOW and have begun implementing termly Google Quizzes.

Assessment throughout the key stages takes place via the writing of analytical and evaluative essays. Assessments are graded on a ‘best fit’ mark scheme that focuses on the expected level of progress and ability. This focus on essay writing skills is aimed to have cross-curricular benefits particularly for subjects such as English and History.

At Key Stage 5 no formal assessments take place. Instead, students are informally assessed via their contributions to group activities and presentations.

The department provides students with a number of trips and guest speakers designed to complement and enhance engagement with their studies. These include:

  • Year 7 – Arson and Decision Making talk from the Fire Brigade, Reporting Crime talk from Fearless
  • Year 8 – Magistrates talk, Online Harms talk
  • Year 9 – Breck Foundation talk, Gurdwara trip
  • Y11/12 – Sex, Drugs and Alcohol talk, Chlamydia Awareness and Testing, Cancer Awareness talks, Religious Vocation talk
  • Other visits and visitors may be organised depending on need and availability

As a result of this curriculum, students develop a secure and detailed knowledge of Christianity and Buddhism and are able to explain and evaluate religious beliefs and practices with confidence. They demonstrate strong analytical and evaluative skills, using evidence and religious teachings to support their views while acknowledging differing perspectives. This can be evidenced by pupils’ abilities to construct arguments and communicate these effectively in the form of evaluative 12 mark answers.

Students leave the course with enhanced critical thinking, literacy and communication skills, which support success across the wider curriculum. They show increased respect and understanding of religious and non-religious viewpoints and are well prepared to engage responsibly in modern British society. This is demonstrated not only by pupils written work but also via regular debates and presentations that form an integral part of pupils learning in Religious Studies

Consistently strong outcomes at GCSE reflect students’ depth of subject knowledge and exam readiness, while the broader impact of the subject supports students’ personal development, ethical awareness and cultural understanding beyond the classroom.

Pupils clearly enjoy their Religious Studies, as shown through their approach to lessons, the work in their books and their commitment to its study. Their enjoyment is consistently reflected in pupil voice feedback.

SEN and disadvantaged students achieve outcomes consistently in line with their peers.

Embedded use of the departments ‘Recap and Recall’ method means that pupils have outstanding memory recall of key subject content.

When studying religious beliefs and practices, as well as issues around human rights, ethics and morality, pupils develop a wide understanding of many aspects of fundamental British values and SMSC.

Consistent uptake of the GCSE indicates that students are enjoying their study of religion within KS3 Life Skills and therefore wish to take this further by studying the GCSE.

GCSE Religious Studies develops a wide range of transferable skills that are highly valued by employers and further education providers. These include critical thinking, analysis, written communication, empathy, ethical reasoning and the ability to consider multiple perspectives.

The subject provides a strong foundation for careers in law, education, medicine, journalism, healthcare, social work, psychology, politics, the police and the armed forces. It is also particularly relevant for roles involving community engagement, counselling, international relations, charity work and religious or pastoral leadership. By encouraging thoughtful reflection and ethical awareness, Religious Studies helps students develop the skills needed for success in a wide range of future career pathways.