Religious Education

Year 7

Summary of curriculum:

In Year 7, pupils build on what they learned in Primary School about Jesus, Christianity, and big questions about life and the world. They develop a deeper understanding of who Jesus was and why his life, teachings, and actions are still important to Christians today.

Pupils also explore important questions about the environment, human responsibility, and what it means to be human. They learn why many religious believers feel a duty to care for the world and for other people, linking these ideas to Christian teachings and comparing them with other religious and non-religious viewpoints.

Another key focus is on “Big Questions” such as how the universe began and where humans come from. Pupils revisit the Christian creation story and consider alternative perspectives, including Humanism and Atheism, helping them understand different beliefs held in modern society.

Throughout the year, pupils develop their religious vocabulary and skills, learning not just about religions but how to explain, analyse, and evaluate ideas. The course encourages thoughtful discussion, respect for different beliefs, and reflection on moral issues such as justice, forgiveness, and responsibility, which will be explored further in Years 8 and 9.

Main Topics:

Where do I belong, and why does it matter? 

How did Jesus change lives?

What is stewardship? 

Does science make religion pointless?

Assessment throughout the year:

3 Summative assessments

2 Formative (Extended Writing)

How parents/carers can support their child’s learning:

Regular homework is given by teachers. Students are to complete the tasks in their booklets.

Character enrichment opportunities:

Complete small acts of kindness over a week (helping others, sharing, listening).

Identify small ways to care for the environment at home (recycling, conserving water, reducing waste). Keep a checklist for a week.

Useful websites:

Links are shared on Teams

Year 8

Summary of curriculum:

Pupils study Hinduism, learning key ideas such as karma, dharma, reincarnation, and non-violence (ahimsa), and compare these with Christian beliefs. They explore what it means to be human, how beliefs shape life choices, and why many religions stress care for the world and others.

Students also learn about Judaism and the Holocaust, developing an understanding of suffering, evil, and human responsibility. This unit encourages reflection on prejudice, discrimination, and the importance of remembrance in a diverse society.

The course then focuses on Human Rights and social justice, examining how religious beliefs influence responses to issues such as poverty, inequality, and forgiveness. Across all units, pupils build religious vocabulary and skills in explaining, analysing, and evaluating beliefs, preparing them for later ethical discussions in Key Stage 3 and beyond.

Main Topics:

What does it mean to be Hindu?

Where was God in all this?

What does religion say about justice?

Assessment throughout the year:

3 Summative assessments

2 Formative (Extended Writing)

How parents/carers can support their child’s learning:

Regular homework is given by teachers. Students are to complete the tasks in their booklets.

Character enrichment opportunities:

Perform one act of service for someone at home (helping with chores, supporting a sibling, or assisting a neighbour) and reflect on how it connects to ahimsa, karma, or moral duty.

Useful websites:

Year 9

Summary of curriculum:

Pupils develop a deeper understanding of Sikhi, learning how beliefs such as equality, service (sewa), and community (langar) shape everyday life and identity. They explore what it means to belong to a faith and compare Sikh beliefs with Christianity and Hinduism.

The curriculum also examines justice, punishment, and forgiveness, drawing on teachings from Christianity, Islam, Sikhi, and Hinduism. Pupils consider real-world issues such as the death penalty and how religious beliefs influence moral decision-making.

Students further develop their knowledge of Islam, comparing beliefs and practices with other faiths and exploring issues such as worship, pilgrimage, life after death, and prejudice, including Islamophobia.

Finally, pupils apply earlier learning about stewardship and human life to modern ethical issues such as abortion, animal treatment, and evolution. Across all units, pupils build confidence in religious vocabulary and develop skills in comparison, analysis, and respectful discussion, preparing them for more complex ethical questions later in Key Stage 3.

Main Topics:

What does it mean to be Sikh?

Should criminals be punished?

What does it mean to be Muslim?

Why is life important?

Assessment throughout the year:

3 Summative assessments

2 Formative (Extended Writing)

How parents/carers can support their child’s learning:

Regular homework is given by teachers. Students are to complete the tasks in their booklets.

Character enrichment opportunities:

Choose a real-life story of someone affected by injustice or discrimination (from newspapers, TV, or online articles you can access for free) and write a short paragraph on how religious teachings might guide a response.

Useful websites:

Links are shared on Teams

Year 10

Summary of curriculum:

This unit provides a systematic approach to key Christian beliefs and practices, building on Key Stage 3 concepts such as crucifixion, forgiveness, sin, salvation, agape, compassion, resurrection, the afterlife, and creation (Genesis). Pupils explore how Christians live out their beliefs, including celebrations like Christmas and Easter, acts of reconciliation, helping others, and supporting those facing persecution.

The unit also covers Islamic beliefs and practices, including Sunni and Shi’a traditions. Pupils learn about the oneness of God (Tawhid), the nature of Allah, angels, predestination, life after death, key prophets (Adam, Ibrahim, Muhammad), the Qur’an, and other holy books. Practices include the Five Pillars of Islam (Shahadah, Salah, Sawm, Zakah, Hajj), jihad, and festivals such as Ashura, showing how beliefs shape everyday life.

In addition, the unit explores Theme A: Relationships and Families, examining how Christians, Muslims, and non-religious perspectives approach issues such as human sexuality, sex before marriage, sexual relationships, contraception, family planning, marriage, divorce, and the purpose of the family. Pupils also consider gender equality and how religious teachings influence moral decisions and contemporary society.

Throughout the course, pupils develop AQA-specific vocabulary, higher-order thinking skills (analysis, evaluation, application), and prepare to answer GCSE-style questions, comparing beliefs, practices, and ethical perspectives across religions.

Main Topics:

Christian Beliefs and Teachings

Christian Practices

Islam Beliefs and Teachings

Islam Practices

Theme A: Relationships & Families

Assessment throughout the year:

Summative Assessment at the end of each topic, including Interleave exam practice.

Formative assessment (Extended Write) throughout each topic

PPE in line with Whole School Calendar

How parents/carers can support their child’s learning:

Regular homework is given by teachers. Students are to complete the tasks in their booklets.

Students have been provided with a revision guide to support them at home.

Character enrichment opportunities:

Write down 3 things each day that you are grateful for and reflect on why they matter.

Useful websites:

Links are shared on Teams

Year 11

Summary of curriculum:

This unit builds on Key Stage 3 learning, developing a deeper understanding of religious, ethical, and philosophical ideas to prepare students for GCSE Religious Studies (AQA 8062). Students explore Science vs Religion, including the origins of the universe, the Big Bang, creation stories, and human life. They revisit miracles and the question “Does God exist?”, evaluating arguments for and against the existence of God.

The unit encourages students to develop critical thinking and analytical skills, moving from understanding “what” religions teach to questioning “whether” those beliefs make sense. They apply religious, philosophical, and non-religious perspectives to big questions about God, faith, revelation, and evidence. Ethical issues are explored, including stewardship, the sanctity and quality of life, euthanasia, abortion, and caring for creation, with attention to responsibilities towards humans and animals.

Students also examine crime and punishment, considering why people commit crimes, the aims of punishment, and how religious believers respond. Topics include how criminals should be treated, whether forgiveness is appropriate, and Christian and Muslim views on the death penalty. Religious attitudes to suffering and causing harm are also explored.

Throughout the unit, students learn new AQA-specific terminology essential for GCSE success. They develop exam skills to answer GCSE-style questions confidently and in a structured way. The unit also connects classroom learning with personal development and Whole School RSE themes, encouraging ethical reflection and social awareness.

Main Topics:

Theme B: Religion & Life

Theme C: The existence of God & revelation

Theme E: Religion, crime & punishment

Assessment throughout the year:

Summative Assessment at the end of each topic, including Interleave exam practice.

Formative assessment (Extended Write) throughout each topic

PPE in line with Whole School Calendar

How parents/carers can support their child’s learning:

Regular homework is given by teachers. Students are to complete the tasks in their booklets.

Students have been provided with a revision guide to support them at home.

Character enrichment opportunities:

Debate at Home

Choose a controversial topic from the unit (e.g., the death penalty, animal rights, or abortion). Research both sides and have a discussion with family or friends. Reflect on the strongest arguments and how values influence decisions.

Useful websites:

Links are shared on Teams

Subject contact:

  enquiries@darlaston.graceacademy.org.uk