Religious Education

In the EYFS, It is important to encourage children to ask questions and explore answers which can:

• Support children to develop emotionally, spiritually and morally
• Help them find out about themselves, their family and community
• Help them to develop a sense of place in their family and community, in the world and in the universe
• Help them learn about similarities and differences between themselves and others, and among families, communities and traditions.

Attainment Target 1: Learning about religion

Pupils should be taught to:

• Explore a range of religious stories and sacred writings and talk about their meanings;

• Name and explore a range of celebrations,

• worship and rituals in religion, noting similarities where appropriate;

• Identify the importance, for some people, of belonging to a religion and recognise the difference this makes to their lives;

• Explore how religious beliefs and ideas can be expressed through the arts and communicate their responses;

• Identify and suggest meanings for religious symbols and begin to use a range of religious words.

Attainment Target 2: Learning from religion

Pupils should be taught to:

• Reflect on and consider religious and spiritual feelings, experiences and concepts such as worship, wonder, praise, thanks, concern, joy and sadness;

• Ask and respond imaginatively to puzzling questions, communicating their ideas;

• Identify what matters to them and others, including those with religious commitments, and communicate their responses;

• Reflect on how spiritual and moral values relate to their own behaviour;

• Recognise that religious teachings and ideas make a difference to individuals, families and the local community.

Attainment Target 1: Learning about religion

Pupils should be taught to:

• Describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others;

• Describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings;

• Identify and begin to describe the similarities and differences within and between religions;

• Investigate the significance of religion in the local, national and global communities;

• Consider the meaning of a range of forms of religious expression, understand why they are

• important in religion and note links between them;

• Describe and begin to understand religious and other responses to ultimate and ethical questions;

• Use specialist vocabulary in communicating their knowledge and understanding;

• Use and interpret information about religions from a range of sources.

Attainment Target 2: Learning from religion

Pupils should be taught to:

• Reflect on what it means to belong to a faith community, communicating their own and

• others’ responses;

• Respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways;

• Discuss their own and others’ views of religious truth and belief, expressing their own ideas;

• Reflect on ideas of right and wrong and their own and others’ responses to them;

• Reflect on sources of inspiration in their own and others’ lives.

In each year of 7, 8 and 9, the key stage 3 Religious Education Curriculum aims to:

• Develop an understanding of religion through philosophical questions.

• Develop an understanding of how religion and humanist views may differ on these philosophical questions and why.

• Develop an understanding of why humanist and religious viewpoints might have some things in common when looking at philosophical questions.

• Develop an understanding about the diversity within beliefs.

• Develop an understanding of how to evaluate different kinds of beliefs.

• Develop an understanding of how belief can change over time.

• Develop an understanding of why belief, morality, and philosophy are still important in the 21st Century.

• Develop an understanding to think about their own philosophical outlook and to be able to express why they hold such views.

• Develop an understanding of the importance of tolerance, diversity, and empathy when looking at different beliefs.

In years 10 and 11, the Religious Education curriculum follows the Eduqas A GCSE course.

The key stage 4 course aims to:

• Develops learners’ knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism

• Develops learners’ knowledge and understanding of religious beliefs, teachings, practices, and sources of wisdom and authority, including through their reading of key religious texts, other texts, and scriptures of the religions they are studying 

• Develops learners’ ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject 

• Provides opportunities for learners to engage with questions of belief, value, meaning, purpose, truth, and their influence on human life 

• Challenges learners to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contributes to their preparation for adult life in a pluralistic society and global community. 

In years 12 and 13, the curriculum follows the AQA Philosophy  A Level course.

A-level philosophy comprises four topic areas: Epistemology, Moral philosophy, the Metaphysics of God and the Metaphysics of mind. Students are required to demonstrate knowledge and understanding of the content, including through the use of philosophical analysis (conceptual analysis and argument analysis).

The A Level course aims to:

• Understand the ways in which philosophers have analysed the core concepts of philosophy, and be able to identify how subtle differences in analyses can have wider impacts on philosophical arguments

• Understand the main philosophical arguments within topics, through the works of philosophers, and articulate those arguments in appropriate forms, correctly, clearly and precisely 

• Understand the philosophical claims which are made within each topic and be able to articulate those claims correctly, clearly and precisely. Students must also articulate how those claims might relate to other topic areas 

• Understand the ways in which philosophical arguments are developed, issues are raised, and arguments are reformulated in response to those issues

• Understand the similarities and differences between the forms of reasoning used in different philosophical content areas, including the similarities and differences between different kinds of knowledge 

• Generate responses using appropriate philosophical formats, to a range of philosophical questions. These responses must include: articulating definitions; articulating arguments and counter-arguments; and selecting, applying and evaluating appropriate material to generate their own arguments.

All Though Curriculum Map
Y7 Curriculum Map 2022/23
Y8 Curriculum Map 2022/23
Y9 Curriculum Map 2022/23
Y10 Curriculum Map 2022/23
Y11 Curriculum Map 2022/23
Y12 Curriculum Map 2022/23
Y13 Curriculum Map 2022/23