RE Curriculum Overview
Curriculum Aim & Intent
Aim
To foster respectful, informed and reflective individuals by developing pupils’ understanding of religious and non-religious worldviews, enabling them to engage thoughtfully with moral, philosophical and social questions in a diverse and ever-changing world.
Intent
Our Religious Education curriculum is designed to promote religious literacy, critical thinking, and empathy from Key Stage 3 through to Key Stage 4. At Key Stage 3, pupils explore a broad range of religious and non-religious beliefs and practices, including Christianity, Islam, Hinduism, Sikhism, Buddhism and Humanism. Through thematic and philosophical enquiry, pupils consider the impact of religion on individuals, communities and wider society, developing the knowledge and skills needed to evaluate differing viewpoints with respect and reasoning.
At Key Stage 4, pupils follow the AQA GCSE Religious Studies (8062) specification. In Year 10, they undertake an in-depth study of Christianity and Islam, focusing on beliefs, teachings and practices. In Year 11, pupils explore four ethical themes—Relationships and Families; Religion and Life; Religion, Crime and Punishment; and Religion, Human Rights and Social Justice—through the lens of religious and secular perspectives. These themes provide opportunities to engage with contemporary moral issues, fostering analytical and evaluative skills essential for academic progress and personal development.
Across all key stages, the curriculum is inclusive and challenging, encouraging pupils to ask meaningful questions, reflect on their own beliefs and values, and develop into open-minded and responsible citizens prepared for life in a multicultural, multi-faith society.
Brief Overview of Curriculum Content for Each Term
Autumn term Spring Term Summer Term Yr 7 - God as the Trinity
- Creation
- Incarnation
- The Fall
- Gospel
- Right and Wrong
Yr 8 - People of God
- Wisdom
- Islam
- Judaism
- Sikhism
- Religious Art
Yr 9 - The Buddha
- Hinduism
- Non-religious Beliefs
- Life after death
- Purpose of Life
- Modern Religions
Yr 10 - Christianity (beliefs and teachings)
- Christianity (practices)
- Islam (beliefs and teachings)
- Islam (practices)
- Thematic studies A: relationships and families
- Thematic studies B: religion and life
Yr 11 - Thematic Studies E: Religion, Crime and Punishment
- Thematic Studies F: Religion, Human Rights and Social Justice.
- Revision and Preparation for GCSE Exams
How Our Curriculum Caters For SEND Students
How does our Curriculum cater for students with SEND?
Southmoor’s RE curriculum effectively supports students with SEND by offering a flexible, inclusive approach that adapts to a range of learning needs. This includes using multi-sensory resources such as visual prompts, audio recordings, artefacts, and storytelling to bring abstract concepts to life. Key vocabulary is explicitly taught, broken down into manageable parts, and revisited frequently to aid retention. Lessons are clearly structured with consistent routines, and tasks scaffolded using sentence starters, writing frames, or visual organisers to support understanding and expression. We provide regular opportunities for discussion and recognise that group work and practical activities can help build confidence and allow pupils to explore ideas in a supportive environment. Above all, our inclusive RE curriculum values all contributions, ensuring that every pupil feels respected, included and able to succeed regardless of their individual needs.
How Our Curriculum Caters For Disadvantaged Students
How does our curriculum cater for disadvantaged students and those from minority groups?
At Southmoor, we understand that the Religious Education (RE) curriculum can play a powerful role in promoting equity, inclusion and cultural understanding, especially for disadvantaged students and those from minority groups. Here’s how we deliberately structure and deliver the curriculum to meet their needs:
Representation and Belonging
- Inclusive Worldviews: Ensuring the curriculum reflects a broad range of religions and non-religious beliefs, going beyond majority faiths to include voices from minority traditions and secular perspectives.
- Cultural Relevance: Making links between topics and the lived experiences of students, helping them see their identities, backgrounds, and values reflected and respected.
- Countering Stereotypes: Tackling misconceptions and bias by teaching the diversity within religions and challenging negative media portrayals or societal assumptions.
Accessible Curriculum Design
- Clear Sequencing and Scaffolding: Building understanding in small steps—especially with abstract or philosophical content—to ensure all pupils, regardless of starting points, can access and engage with key ideas.
- Vocabulary Development: Explicitly teaching key RE terms and concepts, revisiting them regularly to ensure confident use in discussion and writing.
- Visual and Multimodal Resources: Using images, stories, videos and real-life examples to support understanding and reduce barriers caused by language or literacy challenges.
Safe and Respectful Dialogue
- Discussion-Based Learning: Creating safe spaces for discussion and debate, where all pupils can express ideas and question others respectfully, building confidence and self-esteem.
- Ground Rules and Respect: Establishing clear expectations for respectful dialogue, helping pupils from all backgrounds feel secure in expressing their views without fear of judgement or exclusion.
Raising Aspirations and Achievement
- Challenging Misconceptions: Encouraging high-level thinking and open-ended enquiry that validates all contributions and raises expectations for all pupils, including those from disadvantaged backgrounds.
- Celebrating Difference: Recognising and celebrating religious festivals and practices from within the school community to foster inclusion and belonging.
- Role Models: Highlighting individuals from diverse religious and cultural backgrounds who have made positive contributions to society, reinforcing that difference is a strength.
Practical and Ethical Focus
- Real-World Connections: Linking religious and ethical content to contemporary issues such as human rights, poverty, equality, and justice, which may resonate deeply with disadvantaged students.
- Social Action and Empathy: Encouraging empathy and active citizenship by exploring how beliefs influence behaviour and how individuals respond to injustice or suffering.
Knowledge Organisers
Other Related Curriculum Documents
