Religious Studies

Our RE curriculum is built around three core ambitions:

Knowledge of Worldviews

Pupils will:

• Gain secure understanding of key beliefs, practices and teachings from major world religions and humanist perspectives.
• Explore how these beliefs influence individuals, communities and cultures.
• Study Christianity in depth to reflect the historical and contemporary religious landscape of Great Britain.

Critical Thinking and Reflection

Pupils will:

• Develop skills in critical enquiry, logical reasoning and ethical analysis.
• Study philosophical concepts, moral dilemmas, and religious responses to global challenges such as poverty, conflict, human rights, and environmental responsibility.
• Evaluate a range of viewpoints using religious texts, philosophical arguments, and real-life case studies.

Personal Development

Pupils will:

• Reflect on their own values, experiences and beliefs.
• Build empathy and respect for others through understanding diverse worldviews.
• Strengthen their sense of moral, social and cultural responsibility within the school, local community and the wider world.

Y7 - Religion in Sheffield, Theological Investigations, The nature of God in the Old Testament

Y8 - Philosophical questions, Is religion beliefs?, Is religion people?, Is religion rules? Does religion have a place in a 21st Century world?

Y9 - Do religions need a God?, Origin and purpose, How beliefs inform our behaviour

Higher Education Pathways

Students who enjoy RE often go on to study subjects such as:

• Philosophy
• Theology and Religious Studies
• Ethics
• Sociology
• Psychology
• Law
• Politics and International Relations
• Anthropology
• Education
• Social Work or Youth Studies
• History or Archaeology (especially ancient civilisations / belief systems)

RE links naturally with humanities and social sciences qualifications at A‑Level, university degrees, and vocational training.

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Careers RE Can Lead To

Because RE builds understanding of people, cultures and ethical decision‑making, it is useful for a wide range of careers. Pupils who develop these skills often progress into roles including:

Public Services & Law

• Lawyer or legal researcher
• Civil servant
• Police officer
• Probation officer
• Armed forces roles
• Human rights or policy advisor

Education & Community Work

• Teacher or school leader
• Teaching assistant
• Youth worker
• Community outreach worker
• Family support worker
• Charity sector roles

Health & Social Care

• Nurse or midwife (ethics and cultural awareness are key)
• Counsellor or therapist
• Social worker
• Mental health support roles

Media, Journalism & Communications

• Journalist
• Writer or editor
• Broadcasting
• Public relations
• Creative industries exploring ethical or cultural themes

Business & Human Resources

• HR specialist
• Recruitment consultant
• Management roles requiring strong interpersonal skills
• Corporate social responsibility (CSR) roles

Religion, Philosophy & Ethics-Focused Careers

• Chaplaincy (schools, hospitals, armed forces)
• Interfaith work
• Ethics consultant
• Researcher or academic

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Life Skills & Personal Development

RE nurtures qualities that benefit students far beyond the classroom:

Critical Thinking

Evaluating evidence, constructing arguments, and thinking deeply about complex issues.

Empathy and Cultural Awareness

Understanding different perspectives and interacting sensitively with others.

Ethical Decision-Making

Considering consequences, fairness, justice and moral responsibility.

Confidence in Discussion and Debate

Communicating clearly and respectfully—skills valued in every career.

Self-Reflection

Developing a strong sense of identity, purpose and personal values.

These are essential life skills that help students become responsible, informed citizens ready to contribute positively to society.

You don’t need specialist religious knowledge to help your child succeed in RE. The most important thing is encouraging open-mindedness, curiosity and thoughtful discussion. Here are practical ways parents and carers can support their child’s learning in Religious Education.

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Encourage Open Conversation

RE is built around big questions. You can support your child by:

• Asking what they have been learning in lessons
• Discussing moral issues, values or dilemmas in everyday life
• Encouraging them to explain their own opinions
• Talking about how people may see the world differently

Simply showing interest helps pupils build confidence in expressing their ideas.

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Help Them Explore Different Beliefs and Cultures

You don’t need to belong to any religion to explore RE at home. Try:

• Watching documentaries or videos about different religions
• Exploring religious festivals together (Diwali, Ramadan, Christmas, etc.)
• Reading short online articles about beliefs or cultural traditions
• Visiting places of worship, heritage sites or museums

These experiences help pupils understand the diverse world around them.

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Support Critical Thinking

RE involves analysing ideas, evaluating viewpoints and thinking deeply. You can help by:

• Encouraging your child to explain why they think something
• Asking how different people might respond to a situation
• Helping them look at issues from more than one perspective

You don’t need the answers—listening and asking questions is enough.

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Use Accessible Online Resources

Helpful websites include:

• BBC Bitesize Religious Education – clear explanations of all major religions
• RE Online – short articles and videos
• BBC Newsround – excellent for exploring ethical and global issues
• The National Geographic Kids – for culture and world religions

Encourage pupils to check these if they are stuck or want to explore further.

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Help Them Stay Organised

Support your child by:

• Checking homework deadlines
• Encouraging use of revision notes or knowledge organisers
• Helping them break down longer questions into smaller steps
• Checking they understand key vocabulary

A calm, organised approach helps build confidence.

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Promote Respect and Open-Mindedness

RE is about understanding different worldviews. You can support this by:

• Encouraging respectful discussion
• Challenging stereotypes when they arise
• Practising empathy and kindness
• Modelling curiosity rather than judgement

This helps pupils feel confident in exploring sensitive or complex topics.

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Contact the RE Department if Needed

If your child is unsure or struggling with a topic, teachers can offer:

• Extra support
• Revision materials
• Clear explanations of difficult concepts
• Guidance on how to improve written answers

Scheme of Work:

Y7 - Religion in Sheffield, Theological Investigations, The nature of God in the Old Testament

Y8 - Philosophical questions, Is religion beliefs?, Is religion people?, Is religion rules? Does religion have a place in a 21st Century world?

Y9 - Do religions need a God?, Origin and purpose, How beliefs inform our behaviour

Mastery:

All pupils have been given a mastery booklet covering the work they have studied in their current topic. The purpose of this is to allow pupils the opportunity to consolidate their knowledge at home. This work is not set against a particular timetable and pupils are at liberty to complete tasks in any order they wish. 

The majority of lessons within KS3 Religion, Philosophy and Ethics begin with retrieval and mastery so pupils will find it beneficial to interact with these booklets frequently. 

Forge Valley follow the AQA Specification A. The GCSE course is examined at the end of Year 11. There are two papers comprising of: 

Paper 1 – Buddhism and Christianity 

Students will be aware that Buddhism is one of the diverse religious traditions and beliefs in Great Britain today and that the main religious tradition in Great Britain is Christianity. They will be able to refer to scripture and/or sacred texts where appropriate. Students will show understanding of the influence of the beliefs, teachings and practices studied on individuals, communities and societies. Common and divergent views within Buddhism and Christianity in the way beliefs and teachings are understood and expressed are included throughout.  

Pupils will be assessed on their knowledge and understanding of beliefs, what people consider to be true, and practices, how people show their faith, in both religions. 

Paper 2 – Thematic studies 

Students will study religious teachings, and religious, philosophical and ethical arguments, relating to the issues below, and their impact and influence in the modern world. They will be aware of contrasting perspectives in contemporary British society on all of these issues. They must be able to explain contrasting beliefs on the below issues with reference to the main religious tradition in Britain (Church of England Christianity) and one or more other religious traditions: 

• ‘Theme B’: Matters of life and death 
  • The origins and value of the universe 
  • The origins and value of human life 

• ‘Theme C’: Existence of God (Philosophy) 
  • Philosophical arguments for and against the existence of God 
  • The nature of the divine and revelation 

• ‘Theme D’: War and peace 
  • Religion, violence, terrorism and war 
  • Religion and belief in 21st century conflict 

• ‘Theme E’: Crime and punishment 
  • Religion, crime and the causes of crime 

• Religion and punishment