Click Here To View The Religious Studies Department's Curriculum Map

In the Religious Studies department, we intend to provide a scheme of work through years 7, 8 and 9 (KS3) that allows the students to embrace the multicultural society we live in and learn about six major world religions. In years 10 and 11, this is knowledge is built on and new themes are introduced that relate religion to modern day issues.

In KS3 students are taught two lessons a fortnight, each lasting for 60 minutes. In year 7, students learn Christianity, Islam and Judaism, the Abrahamic religions. Starting with these religions allows each student to access the knowledge and develops their understanding of each religion’s key beliefs and practices. Starting this way sets a precedent for each student as they go into more detail about the diverse range of cultures that arise in each religion.

In year 8, the students will develop this knowledge further by learning about Hinduism, Buddhism and Sikhism. Studying these religions allows students to take what they have learnt in year 7 and compare the similarities and differences between each of these religions. Studying their ways of life allows each student to show greater religious literacy when dealing with real life situations, focussing on showing respect to each person they come across no matter what their way of life is.

Finally, in year 9 the students then take what they have learnt and apply these beliefs and practices to both philosophical and ethical issues. Looking at modern day issues allows students to consider a religious point of view as well as considering a non-religious perspective. This allows the students to not only develop their understanding of how different perspectives could react in a given situation, but also allows students to consider their own faith and belief, identifying how they may react to the issues raised. Additionally, students will have an opportunity to study Judaism in more depth, developing their understanding of the religious beliefs about God and how these beliefs impact their everyday life. Finally, students will have a unit on Mark’s Gospel in which they learn about key events in the life of Jesus Christ allowing students to be more able to access the GCSE content should they choose to follow through with Religious Studies in years 10 and 11.

Each lesson will have clear learning objectives that develop the key concept being studied throughout the lesson. Reviewing student progress against these objectives ensures that students are aware that they are developing their understanding of the topic studied. The concepts will be reiterated throughout the scheme of work and students show how they apply to the topic being studied.

To display their learning, students will undertake an end of unit assessment each half-term. In year 7, the assessment takes some aspects of the GCSE exam style and modifies it to allow the students to get used to writing exam style questions. It familiarises the students with the language used in the GCSE and teaches them the skills to write an effective answer, which can be applied to other subjects with a similar written format. This is then developed throughout year 8 by increasing the difficulty, and amount of marks gained for some questions, so that by year 9 the students will be able to sit a full GCSE style assessment within the time allocated.

In years 10 and 11 this is developed even further by looking at key beliefs in both Christianity and Judaism. The students will study the AQA Religious Studies A course and will have five lessons a fortnight, each lasting for 60 minutes. They will be able to explain key beliefs about God from both the Jewish and Christian perspective, as well as being able to discern the differences between the two religions. They will also learn about key practices that are carried out in each religion and how these practices impact their everyday life. Finally, students will develop philosophical understanding of modern-day issues and how people respond to these issues from both a religious and non-religious perspective.

The lessons are taught adhering to the scheme of work provided by AQA, with multiple opportunities to reflect upon knowledge through the use of knowledge quizzes. Students will sit an exam paper at the end of each unit which reflects the exam they will undertake. In order to help the students best prepare for this, there will be multiple revision resources uploaded for the students to access via teams as well as each lesson resource being uploaded for the students to use as an aid to their revision. 

The overall impact of this will reflect the three core values that are the heart of our school. These values are knowledge, determination and love.

Not only will the students leave us knowledge to fulfil their potential in the GCSE, but also the knowledge to be religiously literate citizens of a multicultural society. Regardless of whether the students study the GCSE or not, they will be provided with the knowledge to analyse and create their own opinions about faith and belief.

Students develop determination to treat all people they come across with the respect they deserve. They will strive to be examples of acceptance throughout their lives and in their everyday dealings and understand that speaking out against injustice helps to build acceptance in society.

Students will also leave the school knowing that they are loved. They will be able to see the teachers’ passion for the subject and pass this on in their interactions outside of the classroom. 

Click Here To Download The Religious Studies Curriculum Plan

Year 7 Religious Studies

Aims of the course:

There is no National Curriculum for the teaching of religious studies and as we are a free school, we have the opportunity to set our own scheme of study. We have chosen to create a scheme of work that is influenced by the GCSE that students will take if they pick Religious Studies as their option subject. Additionally, it will also allow those who are not thinking about taking the subject for GCSE to understand issues in every-day life, both locally and worldly, and discern how the different religions may respond to them. In year 7, the students will study the Abrahamic faiths, comprising of Christianity, Judaism and Islam. Studying the Abrahamic faiths at the start of their journey at Chertsey High will enable each student to gain a clear understanding of each religion and have clear foundational knowledge that can be built on through years 8 and 9. 

Throughout the KS3 learning our students should be able to:

• Express personal viewpoints and beliefs clearly whilst listening to and respecting those of others in response to subject material being studied.
• Identify and use relevant information to make links between different the Abrahamic faiths. 
• To examine similarities and differences, supporting information with sound evidence, ideas and reasons.
• To consider how the beliefs and practices studied impact the lives of a religion’s followers.
• To use information from sacred texts and other sources to illustrate belief and practice.
• To consider the importance of inter-faith communication in today’s world.
• To assess the role of religion locally, nationally and across the world.
• To use subject specific language correctly, understanding its meaning and context.
• Recognise the modern-day difficulties that are faced by a given religion and its followers.
• To begin to make judgements about what is right or wrong in reference to a given religion.
• Students will be able to consider their own beliefs and values and those of others in the light of the learning.

Content; Skills / Knowledge:

Autumn term

Beliefs in Christianity

Practices in Christianity

Spring term

Beliefs in Judaism

Practices in Judaism

Summer term   

Beliefs in Islam

Practices in Islam

Assessment

Students will be assessed twice a term using ‘End of Unit’ summative assessments. These will take the form of a condensed GCSE paper which gradually increases in difficulty. This helps the students practice the skills necessary for the GCSE should they decide to take it. 

Additionally, the students will be assessed on a continual basis through regular homework. It will be marked with feedback to ensure the students will know how to progress in the subject. 

How can parents help?

Due to the nature of the subject, open dialogue with the students is a great way for parents to help support the learning that is taking place. It gives students an opportunity to discuss the topics being learnt and formulate their own opinions in a respectful manner that can be guided by their parents.  

On top of this, using the resources at the local Library is a great way to gain a greater understanding of the subjects being taught. Students can also use websites such as BBC Bitesize which is excellent at breaking down topics and explaining them in an age appropriate way for KS3 students.

Year 8 Religious Studies

Aims of the course:

As mentioned in the year 7 information, there is no National Curriculum for the teaching of religious studies and as we are a free school. This gives us the opportunity to develop our scheme of study at year 8 to give the students a broader understanding of religious beliefs. Our scheme of work is influenced by the GCSE specification and in year 8, the students have an opportunity to learn about the Eastern Religions comprising of Hinduism, Buddhism and Sikhism. This allows students to gain knowledge of cultures they may not come across in their everyday life and sets the students up to be able to take a more inclusive approach to world around them. 

Throughout the KS3 learning our students should be able to:

• Articulate personal viewpoints and beliefs clearly whilst listening to and respecting those of others using key terminology.
• Identify and use relevant information to make links between different the Eastern religions. 
• To examine similarities and differences, as well as comparing with the Abrahamic faiths learnt in year 7.
• To consider how the beliefs and practices studied impact the lives of a religion’s followers.
• To use information from sacred texts and other sources to illustrate belief and practice.
• To consider the importance of inter-faith communication in today’s world.
• Continue to assess the role of religion locally, nationally and across the world.
• To use subject specific language correctly, understanding its meaning and context.
• Recognise the modern-day difficulties that are faced by a given religion and its followers.
• To begin to make judgements about what is right or wrong in reference to a given religion.
• Students will be able to consider their own beliefs and values and those of others in the light of the learning.

Content; Skills / Knowledge:

Autumn term

Beliefs in Hinduism

Practices in Hinduism

Spring term

Beliefs in Buddhism

Practices in Buddhism

Summer term   

Beliefs in Sikhism

Practices in Sikhism

Assessment

As with year 7, year 8 students will be assessed twice a term using ‘End of Unit’ summative assessments. These build on the condensed GCSE papers the students would have undertaken in year 7 and these will also gradually increase in difficulty until the students are completing a full GCSE style paper relevant to their age and ability. This builds on the skills taught to the students in year 7

Additionally, the students will be assessed on a continual basis through regular homework. It will be marked with feedback to ensure the students will know how to progress in the subject. 

How can parents help?

As with the year 7, open dialogue with the students is a great way for parents to help support the learning that is taking place. It gives students an opportunity to discuss the topics being learnt and formulate their own opinions in a respectful manner that can be guided by their parents.  

On top of this, using the resources at the local Library is a great way to gain a greater understanding of the subjects being taught. Students can also use websites such as BBC Bitesize which is excellent at breaking down topics and explaining them in an age appropriate way for KS3 students.

Year 9 Religious Studies

Aims of the course:

In year 9, the content of the course gives an insight into philosophical theories and ethical dilemmas that will be looked at in the GCSE and how different beliefs, both religious and non-religious, may respond to them. On top of this, topics relating to Christianity and Judaism are revisited to prepare those who are taking the GCSE for the course. This allows students to study content that facilitates debate about these issues and best prepare them for the GCSE course if they choose it as an option. For the students who do not wish to take Religious Studies, it is a great way to learn about some more impactful topics and create their own opinions on them based on the knowledge that is presented. It is another way for the students to learn how to debate in a respectful manner and take other people’s opinions into account. 

Throughout the KS3 learning our students should be able to:

• Articulate personal viewpoints and beliefs clearly whilst listening to and respecting those of others using key terminology.
• Identify and use relevant information to make link to modern day issues and religious responses to them.  
• To use information from sacred texts and other sources to illustrate religious responses to the topics covered.
• To consider the importance of inter-faith communication in today’s world.
• Continue to assess the role of religion locally, nationally and across the world.
• To use subject specific language correctly and accurately.
• To understand theories about morality and apply them to different situations.
• Recognise the modern-day difficulties that are faced by a given religion and its followers.
• To begin to make judgements about what is right or wrong in reference to a given religion.
• Students will be able to consider their own beliefs and values and those of others in the light of the learning.

Content; Skills / Knowledge:

Autumn term

Is there a right way to live? 

How was the world created?

Spring term

Judaism revisited

Study of Mark’s Gospel

Summer term   

World and Social Issues

World and Social Issues

Assessment

Year 9 students will be assessed twice a term using ‘End of Unit’ summative assessments and these will replicate the GCSE style paper, building on the skills that have been taught in year 7 and year 8. They will be guided through using exam technique resources that are available to them.

Additionally, the students will be assessed on a continual basis through regular homework. It will be marked with feedback to ensure the students will know how to progress in the subject. 

How can parents help?

Facilitating debate with the students is a great way for parents to help support the learning that is taking place. It gives students an opportunity to practice some exam technique verbally and building their confidence in the topic. Another way parents can help is through guiding the students to answer practice questions that are given to them towards the end of the unit. It is especially useful to practice this in timed conditions.   

Finally, using the resources at the local Library is a great way to gain a greater understanding of the subjects being taught. Students can also use websites such as BBC Bitesize which is excellent at breaking down topics and explaining them in an age-appropriate way for KS3 students.

Year 10 and 11 Religious Studies

Aims of the course:

GCSE RS is a great opportunity for students to study not only the culture around them and the origins of it, but it also gives them the chance to study a broad range of social issues in the world today. 

The GCSE Curriculum provides an in-depth study of both Christianity and Judaism, looking at the core beliefs and key practices of both religions. This gives students a great opportunity to ask some of the bigger questions in life that they may not otherwise have thought about. In addition, the course allows students to gain an appreciation of how religion, philosophy and ethics form the basis of our culture. Students taking the course will also develop their critical thinking and analytical skills throughout and be able to understand abstract ideas, applying them to society today.  

We will be following the AQA GCSE Religious Studies A syllabus. For more information, please follow the link below:

AQA | GCSE | Religious Studies A | Specification at a glance

Content; Skills / Knowledge:

The course is made up of two parts, or components, both with their own exam paper lasting 1 hour 45 minutes. 

Component 1: The study of religions: beliefs, teachings and practices

Students will study both Christianity and Judaism in this unit looking at their key beliefs, what is taught in sacred scripture and in everyday life and how followers of the religion can show their devotion to God. 

For each religion, the units studied are:

• Beliefs and teachings
• Practices

Component 2: Thematic studies

Students will study a range of societal and ethical issues, as well as philosophical theories and develop their own opinions on each of the topics based on the information that is presented to them. 

These units are: 

• Religion and life.
• Religion, peace and conflict.
• Religion, crime and punishment.
• Religion, human rights and social jutice.

Assessment

GCSE students will be assessed through ‘End of Unit’ summative assessments. These tests will include a one mark multiple choice question, a two mark short-answer question that asks for two facts, a four mark question asking students to explain ways beliefs influence the religions studied or compare different ways religions are practiced or explain beliefs about philosophical issues studied in the themes, a five mark question asking students to explain ways beliefs influence the religions studied or compare different ways religions are practiced or explain beliefs about philosophical issues studied in the themes as well as making reference to a relevant piece of scripture or sacred writing and a twelve mark answer that requires students to debate a specific topic that has been studied, considering alternative points of view and giving logical chains of reasoning that leads to a clear judgement or conclusion. 

How can parents help?

Parents can help by guiding the students to answer practice questions that are given to them towards the end of the unit. It is especially useful to practice this in timed conditions. Students can also follow this link to find the specification and other exam resources provided by AQA. 

The textbook resources and other revision guides can also be found here:

Resources

Please Click Here To Download Our Religious Studies Key Words