The Religious Education curriculum reflects the vision and breadth of the teaching of the Church outlined in the Catechism of the Catholic Church. It empowers pupils to become religiously literate in the current world and enables them to have the knowledge, understanding and skills to reflect spiritually, think ethically and theologically and be aware of the demands of religious commitment in everyday life. A focus on the Abrahamic faiths throughout Key Stage Three allows for frequent retrieval and for knowledge to be embedded in order to be able to analyse and evaluate religious responses to philosophical and ethical dilemmas. This foundation at Key Stage Three provides pupils with the knowledge, skills and confidence to build upon and apply their learning to the GCSE, A Level and possible undergraduate study of Theology and Religious Studies.
|Year 7||7.1 Word of God
Pupils learn about the role of sacred scripture and the importance of it as a source of moral authority for the Catholic Church. Pupils are also introduced to the variety of interpretations of the Bible in different Christian traditions. Pupils are introduced here to the role and significance of sacred scripture in other religions as well as Christianity including Judaism and Islam.
Interleaved topics include: Inspiration,
interpretations of sacred scripture, Abrahamic practices relating to sacred scripture
|7.2 God’s Call
7.2 coincides with 7.1 as the accounts studied are taught using the skills learnt during the first half term. Pupils learn about the call from God to faith. This is through a number of ways including worship, religious experience and Biblical accounts of Mary and Elizabeth. In this topic pupils are also introduced to the demands of religious commitment.
Interleaved topics include: Vocation, origins of religion, forms of worship, religious commitment
|7.3 and 7.4 The Sacraments
In order to understand the role of God’s grace in the world, pupils learn about how Catholics experience God’s grace on earth today. Pupils learn how God’s grace is felt through the seven sacraments and how they strengthen not only a person’s relationship with God but also the personal growth of the individual. Pupils explore the themes of initiation, repentance and healing and how they influence believers’ lives. The Sacraments are a way in which Catholics believe God calls them to establish and strengthen a relationship with him and also engage with the Biblical origins of some of the Sacraments; enabling pupils to regularly recap 7.1 and 7.2 during this term to remind them of the links within the RE curriculum so that they remember more and for longer. Interleaved topics include: The role of grace in the world, God’s goodness, forgiveness and its benefits and challenges
|7.5 Leadership in the Church
As the final term starts, pupils study how God’s call has been put into practice. Pupils learn about the historical origins of the Church and the apostolic succession as a result of the New Testament. Pupils are introduced to the hierarchy and the functions of the Magisterium and leadership within the Church which they will later refer back to whilst studying GCSE RE. Interleaved topics include:
Historical origins and meanings, apostolic succession, mission and evangelisation
|7.6 The Church’s Mission
For this topic, pupils are encouraged to learn from religion and examine their own role within the world in terms of faith. Pupils learn about the structure, history and role of the Church in modern society. Pupils also look at their own mission as part of one, holy, Catholic and apostolic community and analyse how and why they might be a part of the mission. Interleaved topics include: Mission, four marks of the Church, communion of saints, mission and evangelisation
|Year 8||8.1 Creation
Pupils will build upon the learning in Yr7 of the sacramental nature of the universe as well as extending their Biblical literacy skills. Pupils also build upon the different Christian interpretations of the Bible learnt in 7.1 as they study the Creation accounts put forward in Genesis and the different Christian interpretations of said accounts; they study what they illustrate about God and the human role in sustaining God’s creation as stewards. Pupils also study creation accounts from different religions. Interleaved topics include: Imago Dei, God’s goodness, inspiration interpretations of sacred scripture, Abrahamic practices relating to sacred scripture
Pupils build upon the knowledge learnt in 7.2 and the distinct character of a calling from God via a Covenant. Pupils explore the beginnings of Judaism by systematically reviewing creation and the fall in Genesis. Pupils study the birth of the Jewish faith and covenant through Abraham. In Exodus, pupils examine the story of Moses and Passover. The role of the Messiah in the Old Testament will be examined and analysed. This unit deepens pupils’ understanding of the core beliefs of Judaism and explores the innate connections between Judaism and Christianity. Interleaved topics include: Vocation, origins of the Jewish faith, religious commitment, Jewish practices, Abrahamic and Mosaic covenants
|8.3 and 4 The Paschal Mystery
Pupils learn about the historical context of the Paschal Mystery and the Eucharist.
Pupils build upon the learning from 7.3 and 8.2 learning about the significance of the Eucharist as the ‘source and summit’ of the Catholic faith and making links and connections here with the teaching of Jesus as the New Covenant. The Paschal Mystery provides the historical context of the importance of the Eucharist whilst also providing the theological process of transubstantiation in comparison to other Christian traditions regarding the Eucharist, for example; consubstantiation. Interleaved topics include: The role of grace in the world, God’s goodness, salvation and redemption
|8.5 Prophetic Role of the Church
Pupils re-visit the 7.6 topic of mission and study how the Church’s mission has been put into practice in the historical world as well as modern day prophets. Pupils are also reminded of the learning from 8.2 where Noah, Abraham and Moses were called and instructed to follow God’s call. The aim of this unit is to model how the prophetic role of the Church can influence a person’s life in modern society whilst taking inspiration from the bravery of those who have illustrated leadership within the Church in the past. Interleaved topics include: Mission and evangelisation
|8.6 Spiritual Quest
As the year ends, pupils assess the different callings for other religions. Pupils will study what a spiritual quest is and the inherent need to discover more about the world and its origins and meanings. This topic builds a foundation for both KS4 and KS5 RE and broadens the pupil’s minds to spirituality as well as organised religion. Pupils re-visit the religion of Islam from 7.1 and look at the practices of Islam whilst looking individually, pupils also compare similarities and differences between Islam and Christianity. Pupils here are also introduced to the role of pilgrimage in religion and analyse religious commitment in the modern world. Interleaved topics include: Religious practices, pilgrimage, arguments for the existence of God – Paley, life after death, religious commitment
|Year 9||9.1 Conscience
Pupils engage with the origins of the self and conscience and learn about the conscience as a source of moral authority. This topic presents ethical dilemmas such as theft to analyse and evaluate different scenarios. This topic supports the GCSE topic Good and Evil and provides a basis for the understanding needed to understand Natural Law at KS4 and 5. Interleaved topics include: Conscience as a source of moral authority, age and reason, good and evil, morality
|9.2 Jesus of the Gospels
Pupils learn about the historical character of Jesus and embed the learning from Yr7 and 8 of different interpretations of scripture to complete their own exegesis of Gospel accounts with a focus on the parables and the miracles of Jesus. This topic develops the critical analysis skills of the pupils in order for them to be able to analyse different Gospel accounts through a traditional and modern lens. Interleaved topics include: Inspiration, interpretations of sacred scripture, Jesus as a source of moral authority
|Judaism – Beliefs and Teachings
Pupils will build upon their understanding of the core theological beliefs of Judaism studied in Yr8 by examining these beliefs in greater depth, focusing upon scriptural analysis. Pupils will gain knowledge of the nature of God, different Jewish beliefs about the Messiah, covenantal promises, sanctity of life, holy books and beliefs about life after death. Pupils will revisit some of the philosophical issues studied at KS3 including; life after death, heaven and hell and freewill, and broaden their evaluations through considering Jewish responses. Pupils will be equipped with the knowledge to understand what drives different Jewish groups in society. Interleaved topics include: Abrahamic and Mosaic covenants, sacred scripture literacy, Christian beliefs and teachings
|Judaism – Practices
Further building upon their study of Judaism in Yr8, pupils will examine how the beliefs studied in the previous term influence practice. Pupils will examine the range of Jewish worship and ritual practices as well as the origins and symbolism of festivals such as; Rosh Hashanah, Yom Kippur, Pesach and Sukkot; their origins, how they express Jewish beliefs and the issues affecting Jewish religious practice in the UK. Pupils will be equipped with the knowledge to understand the motivations of different Jewish groups in society. Interleaved topics include: Jewish practices and festivals, religious commitment, Christian practices
|Year 10||Origins and Meanings
Pupils learn about the origins of the universe and humans from both a religious perspective and non-religious view. Pupils build upon the knowledge of Imago Dei learnt at KS3 and how it influences the teachings about the sanctity of life and how it influences Catholic and Christian teachings. Pupils also build upon their KS3 knowledge of stewardship and the duty of all to protect and preserve the earth for future generations. Pupils learn about inter-faith dialogue which supports their Core RE topics in Yr12. Interleaved topics include: Imago Dei, God’s goodness, sanctity of life, stewardship
|Good and Evil
Pupils learn about the origins, nature and responses to evil in the world. Pupils build upon the teachings from KS3 of God as sustainer and learn about God’s inherent goodness as illustrated in the Catholic doctrine on Incarnation and the Trinity. Pupils also build upon the knowledge from 9.1 on conscience and its role as a source of moral authority in addition to Jesus Christ and Natural Law as sources of moral authority. Pupils also get an opportunity to experience a virtual pilgrimage in this topic that reminds them of their 8.6 Spiritual Quest lessons on pilgrimage and contextualises pilgrimage as a response to evil and suffering. Additionally, this topic further prepares pupils for the opportunity to go on pilgrimage to Lourdes in Yr12. Interleaved topics include: Sources of moral authority, good and evil, theodicies, age and reason, morality, pilgrimage
|Year 11||Life and Death
Pupils build upon the knowledge learnt during KS3 on the soul, the Catholic teachings on the sanctity of life and life after death. Pupils learn about the 20th century history of the Catholic Church and the impact of the Second Vatican Council. The historical background of the nature of the Church and the structures of the Christianity strand of the Theology A Level. Interleaved topics include: The origins and nature of the soul, life after death, apostolic succession
|Sin and Forgiveness
Pupils build upon the KS3 learning on the Sacraments and their impact on a believer’s life. In this topic, pupils are also able to embed their prior learning on the sanctity of life in relation to capital punishment whilst evaluating arguments put forward by countries with differing approaches to capital punishment laws. Pupils are also reminded of St Claudine’s value of love of Jesus and Mary by learning about Mary’s status as a role model for young women. Interleaved topics include: Sanctity of life, imago dei, Holy Week and salvation, grace and its role in the world, Mary as a role model for the Church, salvation and redemption, four marks of the Church, communion of saints, mission and evangelisation
|Yr12 Theology Preparation/Introduction
Pupils are encouraged to engage with the A Level Theology reading lists which support philosophical and ethical thought prior to the course starting.
Pupils are encouraged to engage with a range of activities put together by the department to encourage wider thinking and philosophical thought. Pupils also complete written evaluative tasks to assess the rigour of the Theology A Level. This time period is significant for those moving from GCSE to A Level as it supports the transition and develops key independent skills that are needed for the Theology A Level.
|Year 12 Theology||Philosophy of Religion: Philosophical Issues and questions, pupils will study in more detail the design and cosmological arguments for the existence of God which were studied in the philosophy unit in Year 8.
Ethics: Pupils will study the origins of ethical thought and study the innate nature of human beings whilst evaluating the absolutist and relativist systems of moral decision making. This topic includes debates on whether God is the source of goodness in humans, do humans behave in a manner that is purely driven by our self-interests or do humans behave morally in order to reach their full potential?
Christianity: Pupils examine the birth and resurrection narratives and analyse the historical reliability of both accounts and their significance for Christians. Pupils also study the influence the Bible has on Christians as a source of wisdom ad authority in daily life. This is supported by KS4 RE. Interleaved topics include: Arguments for the existence of God – Paley, God’s goodness, Biblical interpretation and significance, Bible as a source of moral authority
|Philosophy of Religion: Pupils will study the deductive arguments for the existence of God and critically analyse and evaluate the ontological argument and its historical development.
Ethics: Pupils take a further in-depth study of the religious approach to ethics of Natural Law. Pupils will also analyse the Natural Law approach to ethical dilemmas including abortion and euthanasia. Pupils will then evaluate arguments for and against Natural Law and its effectiveness in dealing with ethical issues.
Christianity: Pupils study the nature of God in new contexts of gender and whether or not God suffers as humans do on earth. This builds upon the study of God’s nature for Jews and Christians at KS4. Pupils also study the historical development of the doctrines of Trinity and atonement and their influence on believers’ lives. Interleaved topics include: Theodicies, human self, natural and moral evil, natural law, abortion and euthanasia
|Philosophy of Religion: Pupils will tackle the Problem of Evil and suffering and theodicies which respond to it. Pupils will build on their basic understanding of these issues from the KS4 Eduqas course.
Ethics: Pupils learn about the origins of situation ethics and the role of agape within ethical decision making and apply this theory to homosexuality and polyamorous relationships.
Christianity: Pupils explore the historical debate of whether people achieve salvation through faith, works or both. Pupils also study about the origins of the early church and the community of believers whilst studying how those groups influenced the key moral principles for Christians today. Interleaved topics include: good and evil, theodicies,
|Philosophy of Religion: The Nature of Religious Experience. Pupils will explore the nature of religious experience by critically analysing philosophers such as William James and Otto. Pupils will develop a nuanced understanding of numinosity, visions, mysticism, propositional and non-propositional revelation.
Ethics: Pupils study the non-religious ethical theory of utilitarianism and apply the theory to the ethical dilemmas of animal testing and the use of weapons of mass destruction.
Christianity: Pupils study the origins and symbolism for different Christian festivals such as Easter and Christmas and compare and contrast the diversity within Christianity of celebrating such festivals. Interleaved topics include: Religious commitment, religious experiences
|Year 13 Theology||Philosophy of Religion: Pupils will be able to discuss critiques of religious belief such as atheism, agnosticism and refer to philosophers – Durkheim, Marx, Freud, Jung, Westphal, Dawkins, Copleston and Russel.
Ethics: Pupils will be able to examine and analyse ethical language in order to come to a conclusion on the objectivity of ethical statements through the lens of naturalism, intuitionism and emotivism.
Christianity: Pupils assess the Bible as a source of wisdom and authority and the objective view of inspiration when using the Bible in worship. Pupils then assess the Acts of the Apostles and analyse the early Church and how the writing found in the Book of the Acts of the Apostles influenced Christianity. Pupils then assess two popular views of Jesus; the Messiah and the revolutionary. Interleaved topics include: Nature vs nurture
|Philosophy of Religion: Pupils will learn about the influence of religious experience on religious practice and faith. They will also investigate, analyse and evaluate miracles and the contrasting views on the possibility of miracles put forward by David Hume and Richard Swinburne.
Ethics: Pupils will study John Finnis’ development of Natural Law and apply Natural Law to capital punishment and immigration. To
Christianity: Pupils assess the social developments in religious thought including attitudes to wealth, migration and Christianity and the changing role of men and women with a focus on feminist theology. Pupils also assess historical developments in religious thought and evaluate the challenges from secularisation, science and pluralism and diversity within the Christian faith. Interleaved topics include: Religious experience, Natural Law, capital punishment, secularisation, science, atheism
|Philosophy of Religion: Pupils will learn how to analyse religious language and assess the arguments put forward by scholars such as AJ Ayer and Wittgenstein. Pupils will evaluate arguments for and against the belief that religious language is meaningless.
Ethics: Pupils study the concepts of free will and determinism including the religious teachings of predestination and libertarianism.
Christianity: Pupils study religious practices that shape religious identity through unification, religious experience and religious identity through responses to poverty and injustice including and evaluation of liberation theology and the Christian responses to it. Interleaved topics include: Meta-ethics and religious language, life after death, religious experience
|Revision and Public Exams|
|Year 12 Core RE||Social Issues
Pupils build upon the learning at KS3 and 4 by applying, analysing and evaluating the religious teachings and beliefs in light of historical moral and ethical injustices such as the social justice movement, the Black Lives Matter movement, the role of crime and punishment within society and the ways in which society reflects religious teachings. Pupils also learn about the other world religions such as Hinduism, Sikhism and Buddhism and their teachings on social issues in this topic. Interleaved topics include: Dignity of the human being, sanctity of life, goal of human flourishing, nature vs nurture
|Value of Religion
Pupils build upon the learning at KS3 and 4 focusing on commitment to religion and the call to religion. Pupils evaluate the role of religion in society today and the ability to fully commit to God’s call. Pupils also learn about war and peace and compare with pacifist views to evaluate whether war is ever acceptable. Pupils also learn about the other world religions such as Hinduism, Sikhism and Buddhism and their teachings on the value of religion. Interleaved topics include: Religious commitment, Abrahamic beliefs and teachings, religious worship, non-religious views
|Legal but moral?
Pupils build upon the ethical dilemmas learnt during Yr9 in this topic, analysing and evaluating popular ethical debates such as: animal testing, genetic engineering and sexual ethics. Pupils also build upon their learning about the sanctity of life and social justice throughout KS3 and 4 when analysing business ethics and globalisation. This then supports their learning in Yr13 Core RE where Human Trafficking is analysed at a deeper level. Interleaved topics include: Medical ethics, natural law, stewardship, dignity of the human being, sanctity of life
|Year 13 Core RE||Who are we?
Pupils learn about the ancient Greek philosophers Plato and Aristotle’s views on soul and purpose making and analysing links to Christianity’s teachings on such topics including human purpose and life as a gift from God. This supports the learning about the Catholic and other religious and non-religious teachings on self, sex and gender whilst analysing arguments surrounding the topics of sex and gender in society. Interleaved topics include: Imago dei, God’s goodness, human purpose
|Science and Belief – Compatible?
Pupils build upon the knowledge learnt during 8.1 and KS4 and learn further about the scientific role to play in understanding how the universe came to be. Pupils analyse and evaluate arguments for and against a relationship between religion and science. Interleaved topics include: Scientific explanations for the universe humans
|Human Trafficking – unstoppable?
Pupils re-visit the dignity of the human person themes learnt throughout KS3, 4 and 5 and consider the real life dilemma on how countries can work together to try to rid the world of human trafficking, pupils assess and evaluate arguments for and against a unified approach against human trafficking. Interleaved topics include: Dignity of the human person, call to justice, goal of human flourishing, imago dei
Formative assessment throughout key stage 3 introduces pupils to the numerous skills expected of them at GCSE gradually. This can be seen in the focus on the skills surrounding description in the first terms, comparison and contrasting in the second terms and then the more reflective, evaluative skills in the final terms. Pupil progress is assessed through both written formative assessments set in class and for homework but also, being embedded for the first time this academic year 2020-2021, oral assessments. Pupils are also tested regularly on their religious vocabulary throughout topics, starting with keyword retrieval tests and moving towards keywords in context tests.
Summative assessment at key stage 3 is conducted at the two assessments weeks during the academic year: at the midpoint and at the end of the academic year. These grades are approximated to GCSE levels 9-1 based on the previous year’s percentage thresholds and officially reported to parents. However, we would urge parents to engage with the work their daughter is producing in class and at home throughout the year. End of year assessments for key stage 3 gradually examine the skills developed over the key stage working towards a paper based on the GCSE paper at the end of key stage 3 usually at the end of Autumn term 2.
Prior to the GCSE in term two of year 9, pupils follow a topic whereby they complete their first piece of evaluative extended work which is given a mark out of fifteen. This mark indicates and allows a pupil to see if they are understanding the ideas and achieving the standards expected.
Teachers always provide a feedback lesson identifying common misconceptions after a checkpoint or assessment where pupils are able to gain a further insight into what the thought process should be during an assessment and how the thoughts manifest on paper. Teachers model this throughout their feedback.
A similar sequence is used for key stage 4 but with more opportunities to practise exam style questions that are given a mark. The pupils’ role in their feedback is to ensure they have read and understood what is to be expected of them moving forward, they are given curriculum time for this, regularly called ‘MRI time’. Pupils reply to the feedback labelling MRI [my response is]. This will usually be an extended answer to a further question relating to the work or a redraft embedding the feedback provided by the teacher.
For Core RE pupils complete an extended, evaluative, written piece based upon the topic covered which are given a number out of 5 for each skill examined. Pupils are expected to respond to feedback just as throughout other key stages.