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Key Stage 3

Subject Introduction

Religious Education (RE) is a subject that explores different religions, beliefs, values, and ethical systems. It aims to help students understand the diverse worldviews that shape cultures and societies. RE encourages respect for others, critical thinking, and reflection on moral and philosophical questions. Students learn about major world religions such as Christianity, Islam, Hinduism, Judaism, Buddhism, and Sikhism, as well as non-religious perspectives like Humanism. The subject promotes tolerance, empathy, and a deeper understanding of the role of religion and belief in both historical and modern contexts. 

Big questions

Whether you consider yourself a religious person or not, or whether you think religion has played a positive or negative role in history, it is a fact that from the beginning of time, humans have engaged in activities that we now call religion, such as worship, prayer, and rituals marking important life passages. Moreover, religions have always asked fundamental questions, such as: What is the true meaning of life? What happens to us after death? How do we explain human suffering and injustices? 

Human understanding

The answers different religious traditions give to these important questions are many and varied. But the questions themselves are ones with which humans throughout time have grappled and probably will continue to grapple with into the indefinite future. Therefore, one of the reasons that you will study RE is simply to deepen your understanding of others and yourself. 

Cultural influence

We study religion in order to learn more about how different aspects of human life – politics, science, literature, art, law, economics – have been and continue to be shaped by changing religious ideas of, for example: good and evil, images of the deity and the divine, salvation and punishment etc. By studying different religious doctrines, rituals, narratives and scripture, we can also come to understand how different communities of believers – past and present, East and West – have used their religious traditions to shape, sustain, transform themselves. 

Global insight

More than ever before, the world we live in is both multicultural and global. We no longer need to travel across the ocean to visit a Hindu temple or an Islamic Mosque or to meet a Buddhist or Sikh. The chances are that you can find a temple or mosque within a few miles of where you live, and it is almost certain that you will meet someone from any and all of these religious traditions here in the UK. This makes it even more essential that we cultivate our ability to understand and interpret other people’s religious traditions in an informed and accurately represented way.

Interdisciplinary

Finally, studying RE is inherently multidisciplinary. This is reflected in our curriculum here at St Wilfrid’s, which draws upon other humanities and the social sciences, such as history, literature, philosophy and sociology. Studying RE therefore provides you with an opportunity to learn about a range of disciplinary approaches, and, even more importantly, the connections amongst them. In this way studying RE invites you to think in a way that is integral to understanding the world and your place in it. 

Religious literacy

Literacy in religious thinking and practices is a key skill, with the potential to foster respect and tolerance based on knowledge rather than assumption. Whether you come to the subject with a particular faith perspective or none, there will be much that will engage you intellectually, reinforce and deepen your current knowledge of religions and worldviews and perhaps even challenge your assumptions. 

Modules

Does God exist? 

This unit of study requires students to engage in debate and informed consideration of the beliefs people hold and existence of God. They will be introduced to an overview of the major theological and philosophical sources, questions and arguments that have over time shaped views and opinions on both sides of the debate. 

What does it mean to be a person of faith? 

This unit of work builds on a fundamental knowledge and understanding of the core beliefs, practices and values of the major world faiths. It provides students with an opportunity to analyse and evaluate the impact of the perceptions, beliefs and values of present-day society in general on the beliefs, concepts and traditions of a particular faith group as expressed through and reflected by the lives of its members.    

Where in the world is Christianity?  

This unit of work builds on fundamental knowledge and understanding of the Christian faith. This unit provides an opportunity to enable students to gain knowledge and insight into the diversity of Christian denominations, their beliefs and expressions of faith in Britain and around the world. There will be opportunities for students to critically evaluate the impact that Christianity as a whole, and specific denominations have had on the world around us. 

Did Jesus really rise from the dead? 

This unit of work builds on foundation knowledge and understanding of the Christian celebrations, core concepts of Easter, and personhood of Jesus. 

Is death the end?  

This unit builds on a foundation knowledge and understanding of the beliefs, practices and core concepts of the Christian, Muslim, Hindu, Sikh and Buddhist faith. Many students will already have some knowledge about these faith communities beliefs surrounding death and life after death. The unit provides an opportunity for students to gain further knowledge and insight into the diverse nature of those beliefs as well as encouraging the critical evaluation and analysis of these beliefs in comparison with those who hold worldviews. The unit also explores how modern lifestyles, communications systems and digital developments have impacted on funeral rites and memorialisation of loved ones. 

How visible are religious beliefs and worldviews? 

This unit of study encourages students to investigate the impact that the academic study of world religions and faith has had on themselves and how this has shaped the world in which they live. Students will have the opportunity to question the relevance of faith for society today and examine how faith is promoted and endorsed. They will review and analyse a number of contemporary resources, which encompass everyday language, media, fashion the arts and institutions to determine how visible faith is within them and how this may have changed over time. This in turn will lead to enquiry into how various aspects of faith, religious belief and worldviews have been embedded into wider social and cultural contexts but at the same time have become divorced and distorted away from their faith and religious origins. 

Assessment

Students are assessed in a variety of ways in RE. They are assessed on their oral contributions and through written work completed both in the classroom and at home.  

Within each unit of work students are assessed on their baseline understanding, their recognition of key teachings, beliefs and practices, their core knowledge and deeper understanding of ideas, concepts and beliefs and how these connect to the topic with wider learning demonstrates what they think, know and believe. 

Homework  

Homework is set regularly and appropriately to build on learning from lessons or is used to prepare students for the next lesson. Homework in KS3 has a strong emphasis on developing literacy skills; reading, making inferences, interpreting, spelling, vocabulary and comprehension. 

Enrichment Activities

Students are regularly exposed to experiential learning, where we invite guest speakers into the academy and students can ask questions and gain an insight into the actions and viewpoints of those people. We want students to recognise that religions and worldviews are ‘lived’ and therefore speaking to representatives of these provide them with first hand experiences that they can apply to their learning and beyond. 

Resources

The department uses the Collins Key Stage 3 World Religions textbooks and revision guides in class, along with an array of resources developed within the Understanding Christianity and Illuminating Pathways framework. Other resources are uploaded onto our online learning platform Firefly which we regularly encourage our students to visit. 

Subject Introduction

Religious Education (RE) is a subject that explores different religions, beliefs, values, and ethical systems. It aims to help students understand the diverse worldviews that shape cultures and societies. RE encourages respect for others, critical thinking, and reflection on moral and philosophical questions. Students learn about major world religions such as Christianity, Islam, Hinduism, Judaism, Buddhism, and Sikhism, as well as non-religious perspectives like Humanism. The subject promotes tolerance, empathy, and a deeper understanding of the role of religion and belief in both historical and modern contexts. 

Big questions

Whether you consider yourself a religious person or not, or whether you think religion has played a positive or negative role in history, it is a fact that from the beginning of time, humans have engaged in activities that we now call religion, such as worship, prayer, and rituals marking important life passages. Moreover, religions have always asked fundamental questions, such as: What is the true meaning of life? What happens to us after death? How do we explain human suffering and injustices? 

Human understanding

The answers different religious traditions give to these important questions are many and varied. But the questions themselves are ones with which humans throughout time have grappled and probably will continue to grapple with into the indefinite future. Therefore, one of the reasons that you will study RE is simply to deepen your understanding of others and yourself. 

Cultural influence

We study religion in order to learn more about how different aspects of human life – politics, science, literature, art, law, economics – have been and continue to be shaped by changing religious ideas of, for example: good and evil, images of the deity and the divine, salvation and punishment etc. By studying different religious doctrines, rituals, narratives and scripture, we can also come to understand how different communities of believers – past and present, East and West – have used their religious traditions to shape, sustain, transform themselves. 

Global insight

More than ever before, the world we live in is both multicultural and global. We no longer need to travel across the ocean to visit a Hindu temple or an Islamic Mosque or to meet a Buddhist or Sikh. The chances are that you can find a temple or mosque within a few miles of where you live, and it is almost certain that you will meet someone from any and all of these religious traditions here in the UK. This makes it even more essential that we cultivate our ability to understand and interpret other people’s religious traditions in an informed and accurately represented way.

Interdisciplinary

Finally, studying RE is inherently multidisciplinary. This is reflected in our curriculum here at St Wilfrid’s, which draws upon other humanities and the social sciences, such as history, literature, philosophy and sociology. Studying RE therefore provides you with an opportunity to learn about a range of disciplinary approaches, and, even more importantly, the connections amongst them. In this way studying RE invites you to think in a way that is integral to understanding the world and your place in it. 

Religious literacy

Literacy in religious thinking and practices is a key skill, with the potential to foster respect and tolerance based on knowledge rather than assumption. Whether you come to the subject with a particular faith perspective or none, there will be much that will engage you intellectually, reinforce and deepen your current knowledge of religions and worldviews and perhaps even challenge your assumptions.  

Modules

Why do people believe in God? 

This unit of study requires students to engage in debate and informed consideration of the existence of God. They will be introduced to an overview of the major theological and philosophical sources, questions and arguments that have over time shaped views and opinions on both sides of the debate. Students will undertake an evaluation of the impact that world events have had on the developments on this on-going ‘Does God exist?’ debate. Various viewpoints and a range of sources, theological and philosophical, will be examined and students will be encouraged to present persuasive arguments to support their own views and those of others. 

What does it mean to be Jewish? 

This unit of work builds on fundamental knowledge and understanding of the Jewish faith. This unit provides an opportunity to enable students to gain knowledge and insight into the diversity of traditions within the Jewish faith community, the beliefs and expressions of faith in Britain and around the world. There will be opportunities for students to critically evaluate the impact that Judaism as a whole, and specific branches and schools have had on the world around us.  

Is life always fair? 

This unit of study builds on knowledge and understanding regarding sources of authority within Christianity and encourages students to consider their impact on Christians today. It also examines how the teaching of Jesus challenges churches and communities to respond to those who are rejected by society, disadvantaged and in need. There shall be opportunity to reflect on how prejudice and discrimination impacts on society and faith communities, locally, nationally and internationally.  

What does it mean to be Muslim? 

This unit of work builds on fundamental knowledge and understanding of the Muslim faith. This unit provides an opportunity to enable students to gain knowledge and insight into the diversity of Islamic faith community, the beliefs and expressions of faith in Britain and around the world. There will be opportunities for students to critically evaluate the impact that Islam as a whole, and specific branches and schools have had on the world around us. 

How diverse are Christianity and Islam? 

This unit raises awareness of the issues surrounding cultural and geographical heritage, philosophical and theological interpretations and diversity for the faith communities of Christianity and Islam. 

What are the core beliefs and practices of the eastern traditions? 

This unit will explore the key beliefs and practices of Hinduism, Buddhism, and Sikhism. Students will learn about concepts such as karma, dharma, enlightenment, and the nature of the divine in each tradition. The unit will also examine how these beliefs shape worship, moral choices, and daily life. Through respectful enquiry, students will develop a deeper understanding of worldviews different from their own 

Assessment

Students are assessed in a variety of ways in RE. They are assessed on their oral contributions and through written work completed both in the classroom and at home.  

Within each unit of work students are assessed on their baseline understanding, their recognition of key teachings, beliefs and practices, their core knowledge and deeper understanding of ideas, concepts and beliefs and how these connect to the topic with wider learning demonstrates what they think, know and believe. 

Homework  

Homework is set regularly and appropriately to build on learning from lessons or is used to prepare students for the next lesson. Homework in KS3 has a strong emphasis on developing literacy skills; reading, making inferences, interpreting, spelling, vocabulary and comprehension. 

Enrichment Activities

Students are regularly exposed to experiential learning, where we invite guest speakers into the academy and students can ask questions and gain an insight into the actions and viewpoints of those people. We want students to recognise that religions and worldviews are ‘lived’ and therefore speaking to representatives of these provide them with first hand experiences that they can apply to their learning and beyond. 

Resources 

The department uses the Collins Key Stage 3 World Religions textbooks and revision guides in class, along with an array of resources developed within the Understanding Christianity and Illuminating Pathways framework. Other resources are uploaded onto our online learning platform Firefly which we regularly encourage our students to visit. 

Subject Introduction

Religious Education (RE) is a subject that explores different religions, beliefs, values, and ethical systems. It aims to help students understand the diverse worldviews that shape cultures and societies. RE encourages respect for others, critical thinking, and reflection on moral and philosophical questions. Students learn about major world religions such as Christianity, Islam, Hinduism, Judaism, Buddhism, and Sikhism, as well as non-religious perspectives like Humanism. The subject promotes tolerance, empathy, and a deeper understanding of the role of religion and belief in both historical and modern contexts. 

Big questions

Whether you consider yourself a religious person or not, or whether you think religion has played a positive or negative role in history, it is a fact that from the beginning of time, humans have engaged in activities that we now call religion, such as worship, prayer, and rituals marking important life passages. Moreover, religions have always asked fundamental questions, such as: What is the true meaning of life? What happens to us after death? How do we explain human suffering and injustices? 

Human understanding

The answers different religious traditions give to these important questions are many and varied. But the questions themselves are ones with which humans throughout time have grappled and probably will continue to grapple with into the indefinite future. Therefore, one of the reasons that you will study RE is simply to deepen your understanding of others and yourself. 

Cultural influence

We study religion in order to learn more about how different aspects of human life – politics, science, literature, art, law, economics – have been and continue to be shaped by changing religious ideas of, for example: good and evil, images of the deity and the divine, salvation and punishment etc. By studying different religious doctrines, rituals, narratives and scripture, we can also come to understand how different communities of believers – past and present, East and West – have used their religious traditions to shape, sustain, transform themselves. 

Global insight

More than ever before, the world we live in is both multicultural and global. We no longer need to travel across the ocean to visit a Hindu temple or an Islamic Mosque or to meet a Buddhist or Sikh. The chances are that you can find a temple or mosque within a few miles of where you live, and it is almost certain that you will meet someone from any and all of these religious traditions here in the UK. This makes it even more essential that we cultivate our ability to understand and interpret other people’s religious traditions in an informed and accurately represented way.

Interdisciplinary

Finally, studying RE is inherently multidisciplinary. This is reflected in our curriculum here at St Wilfrid’s, which draws upon other humanities and the social sciences, such as history, literature, philosophy and sociology. Studying RE therefore provides you with an opportunity to learn about a range of disciplinary approaches, and, even more importantly, the connections amongst them. In this way studying RE invites you to think in a way that is integral to understanding the world and your place in it. 

Religious literacy

Literacy in religious thinking and practices is a key skill, with the potential to foster respect and tolerance based on knowledge rather than assumption. Whether you come to the subject with a particular faith perspective or none, there will be much that will engage you intellectually, reinforce and deepen your current knowledge of religions and worldviews and perhaps even challenge your assumptions. 

Modules

Where is God?  

This unit aims to engage with the timeless, ultimate questions surrounding the existence of God. Students will be challenged to explore the philosophical aspects of religious enquiry and theological concepts linked to this study. Students will draw upon prior learning on the nature of God and engage in the new study of complex arguments which have engulfed the Christian Church over the centuries. 

What is the impact of difference and diversity on faith communities? 

This unit offers students to reflect on commonly held perceptions of and expressions of the Buddhist faith community. Students will analyse and evaluate the iconography used within the different Buddhist traditions and the impact that this has on them, from their geographical setting and historical traditions. Opportunities will be given to examine the impact that recent controversial global events and issues surrounding Buddhism have had on Buddhist teachings and communities. 

How can conflict ever be Justified? 

This unit focuses on challenging concepts surrounding areas and aspects of conflict. The unit provides an opportunity for students to evaluate the role of the sacraments of the church, the beatitudes and local, national and international peace initiatives. It also requires students to discuss and debate how personal encounters with these agendas can become obstacles when faced with future experiences. A variety of contemporary and historical resources, including ethical enquiry models and new age religious philosophies shall be drawn upon and critically analysed to enable students to engage with the key concepts and Christian teachings.  

What does it mean to be a steward of the 21st century? 

This unit of work builds on foundation knowledge and understanding of stewardship and responses to global issues by Christians and members of other world faiths. It provides an opportunity for students to evaluate the place and nature of Christian stewardship in the 21st Century and to analyse the different responses to global issues today, on both a local and a global scale. Exploration of these issues will draw on key Biblical text and Christian teaching, for example the Beatitudes. (Matthew 5:1-12) 

What are the key Christian concepts? 

This unit provides students with the opportunity to explore seven of the core theological concepts within Christianity; as part of developing their wider religious, theological and cultural literacy. Students are able to develop their own thinking and their understanding of Christianity, as a contribution to their understanding of the world and their own experience within it. 

What are the key Muslim concepts? 

This unit provides students with the opportunity to explore six of the core Islamic concepts; as part of developing their wider religious literacy. Students are able to develop their own thinking and their understanding of the religion of Islam by examining its origins, core beliefs and the importance that is placed upon law and commitment. 

Assessment

Students are assessed in a variety of ways in RE. They are assessed on their oral contributions and through written work completed both in the classroom and at home.  

Within each unit of work students are assessed on their baseline understanding, their recognition of key teachings, beliefs and practices, their core knowledge and deeper understanding of ideas, concepts and beliefs and how these connect to the topic with wider learning demonstrates what they think, know and believe. 

Homework

Homework is set regularly and appropriately to build on learning from lessons or is used to prepare students for the next lesson. Homework in KS3 has a strong emphasis on developing literacy skills; reading, making inferences, interpreting, spelling, vocabulary and comprehension. 

Enrichment Activities 

Students are regularly exposed to experiential learning, where we invite guest speakers into the academy or through TEAMS sessions and students can ask questions and gain an insight into the actions and viewpoints of those people. We want students to recognise that religions and worldviews are ‘lived’ and therefore speaking to representatives of these provide them with first hand experiences that they can apply to their learning and beyond. 

Resources 

The department uses the Collins Key Stage 3 World Religions textbooks and revision guides in class, along with an array of resources developed within the Understanding Christianity and Illuminating Pathways framework. Other resources are uploaded onto our online learning platform Firefly which we regularly encourage our students to visit. 

Key Stage 4

Subject Introduction

GCSE RE at St Wilfrid’s Church of England Academy follows the AQA Religious Studies A specification which offers a range of faith-specific options and a variety of relevant and contemporary themes; ensuring that our students have a diverse choice of intriguing subjects to explore and discuss. 

Students will learn how religion, philosophy and ethics form the basis of our culture and develop valuable skills that will help prepare them for further study. 

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

Students undertake a broad study of Christianity and Islam. 

Christianity 

Through studying GCSE RE students are made aware that Christianity is one of the diverse religious traditions and beliefs in Great Britain today and that the main religious tradition in Great Britain is Christianity.  

Students study the beliefs, teachings and practices of Christianity and their basis in Christian sources of wisdom and authority. They are taught to refer to scripture and/or sacred texts where appropriate. Students study the influence of the beliefs, teachings and practices studied on individuals, communities and societies. 

Common and divergent views within Christianity in the way beliefs and teachings are understood and expressed are included throughout their GCSE course. Students are taught to refer to a range of different Christian perspectives in their written work and discussion; including Catholic, Orthodox and Protestant. They also study the specific differences held between each denomination. 

Islam 

Through studying GCSE RE students are made aware that Islam is one of the diverse religious traditions and beliefs in Great Britain today and that the main religious tradition in Great Britain is Christianity. 

Students study the beliefs, teachings and practices of Islam and their basis in Islamic sources of wisdom and authority. They are taught to refer to refer to scripture and other writings where appropriate. Students should study the influence of the beliefs, teachings and practices studied on individuals, communities and societies. 

Common and divergent views within Islam in the way beliefs and teachings are understood and expressed should be included throughout their written work and discussions. Students may refer to a range of different Muslim perspectives in their answers, including those from Sunni and Shi’a Islam. They also study the specific differences held between each denomination. 

3.2 Component 2: Thematic studies 

Students should study a total of four themes from Component 2. Students study two religious, philosophical and ethical studies themes. 

Students are taught to be aware of different religious perspectives on the issues studied within and / or between religious and non-religious beliefs such as atheism and humanism. Students also study religious, philosophical and ethical arguments related to the issues raised, and their impact and influence on the modern world. 

Students are expected to show their understanding of religion through the application of teachings from religion and beliefs. They will also be expected to make specific references to sources of wisdom and authority including scripture and/or sacred texts.  

Students must demonstrate knowledge and understanding that: 

  • the religious traditions of Great Britain are, in the main, Christian 
  • the religious traditions in Great Britain are diverse. 
  • Students may draw upon Christianity and Islam, as well as other religions and non-religious beliefs such as atheism and humanism. 

Relationships and families 

Students study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They taught to be aware of contrasting perspectives in contemporary British society on key issues. 

They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions: 

  • Contraception. 
  • Sexual relationships before marriage. 
  • Homosexual relationships. 

Students studying the AQA Specification A for GCSE Religious Studies will explore a range of topics related to sex, marriage, divorce, families, and gender equality. They will learn about human sexuality, including heterosexual and homosexual relationships, and consider different views on sexual relationships before and outside of marriage. The specification also covers contraception and family planning, examining ethical and religious perspectives. Students will study the nature and purpose of marriage, including religious teachings about its significance, as well as issues surrounding same-sex marriage and cohabitation. Divorce is also explored, including reasons why it occurs, attitudes towards remarriage, and ethical arguments about the sanctity of marriage vows and the importance of compassion. In the section on families and gender equality, students will learn about different family types such as nuclear and extended families, and the roles of parents and children. They will consider the purposes of family life, including procreation, providing stability, protecting children, and educating them in a faith. Contemporary issues such as same-sex parenting and polygamy are also examined. Finally, students will study the roles of men and women in society and religion, and explore issues of gender equality, including gender prejudice and discrimination, with reference to real-life examples and religious teachings. 

Modules

  • Christian beliefs and teachings - This unit enables students to cover the beliefs and teachings of Christianity, including beliefs about God, creation, the afterlife, Jesus Christ and salvation. 
  • Christian practices (Full course only) - This unit enables students to cover some of the practices of Christianity, including the way Christians live out their faith, including worship, festivals and the role of the Church in the local and worldwide community. 
  • Muslim beliefs and teachings - This unit enables students to cover the beliefs and teachings of Islam, including the beliefs about God, the prophethood, the Qur’an and the Imamate in Shi’a Islam. 
  • Muslim practices (Full course only) - This unit enables students to cover some of the core practices of Islam, including the way Muslims live out their faith, including worship, festivals and rituals. 
  • Relationships and families - This unit enables students to consider religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. Students engage with discussions and take part in learning opportunities about human sexuality, sexual relationships before and outside of marriage, family planning, marriage, divorce, family and gender equality. 

Assessment

Students are assessed on their ability to: 

  • apply knowledge and understanding of two religions 
  • apply knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary religious faith 
  • understand the influence of religion on individuals, communities and societies 
  • understand significant common and divergent views between and/or within religions and beliefs 
  • apply knowledge and understanding in order to analyse questions related to religious beliefs and values 
  • construct well-informed and balanced arguments on matters concerned with religious beliefs and values set out in the subject content. 

All mid and end of unit assessments measure how students have achieved the following assessment objectives. 

  • AO1: Demonstrate knowledge and understanding of religion and beliefs including: 
    • beliefs, practices and sources of authority 
    • influence on individuals, communities and societies 
    • similarities and differences within and/or between religions and beliefs. 
  • AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence 

For each assessment, the following will apply. 

  • Students must answer questions on two specified religions  
  • Each five-part question is worth 24 marks, with 12 marks for AO1 and 12 marks for AO2. 
  • The structure of the five-part questions will be identical across all assessments; marks will be allocated as follows: 1, 1, 4, 6 and 12. 

Students are also assessed on their oral contributions and through written work completed both in the classroom and at home. 

Homework  

Homework is set regularly and appropriately to build on learning from lessons or is used to prepare students for the next lesson. Homework in KS4 has a strong emphasis on developing written, reading and researching skills. Students are also encouraged to make inferences, interpret deeper meanings behind beliefs, teachings and practices. 

Enrichment Activities

Students are regularly exposed to experiential learning, where we invite guest speakers into the academy and students can ask questions and gain an insight into the actions and viewpoints of those people. We want students to recognise that religions and worldviews are ‘lived’ and therefore speaking to representatives of these provide them with first hand experiences that they can apply to their learning and beyond. 

Resources 

The department uses the Oxford AQA Religious Studies A Christianity and Islam textbooks and revision guides in class, along with an array of revision materials some of which have been produced by Zig Zag Publishers. Other resources are uploaded onto our online learning platform Firefly which we regularly encourage our students to visit. We have created our own in-house ‘GCSE Hub’ which outlines the specification, provides bitesize revision clips, past papers, revision guides and quizzes. 

Subject Introduction

GCSE RE at St Wilfrid’s Church of England Academy follows the AQA Religious Studies A specification which offers a range of faith-specific options and a variety of relevant and contemporary themes, ensuring that our students have a diverse choice of intriguing subjects to explore and discuss. 

Students will learn how religion, philosophy and ethics form the basis of our culture and develop valuable skills that will help prepare them for further study. 

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

Students undertake a broad study of Christianity and Islam. 

Christianity 

Through studying GCSE RE students are made aware that Christianity is one of the diverse religious traditions and beliefs in Great Britain today and that the main religious tradition in Great Britain is Christianity.  

Students study the beliefs, teachings and practices of Christianity and their basis in Christian sources of wisdom and authority. They are taught to refer to scripture and/or sacred texts where appropriate. Students study the influence of the beliefs, teachings and practices studied on individuals, communities and societies. 

Common and divergent views within Christianity in the way beliefs and teachings are understood and expressed are included throughout their GCSE course. Students are taught to refer to a range of different Christian perspectives in their written work and discussion; including Catholic, Orthodox and Protestant. They also study the specific differences held between each denomination. 

Islam 

Through studying GCSE RE students are made aware that Islam is one of the diverse religious traditions and beliefs in Great Britain today and that the main religious tradition in Great Britain is Christianity. 

Students study the beliefs, teachings and practices of Islam and their basis in Islamic sources of wisdom and authority. They are taught to refer to refer to scripture and other writings where appropriate. Students should study the influence of the beliefs, teachings and practices studied on individuals, communities and societies. 

Common and divergent views within Islam in the way beliefs and teachings are understood and expressed should be included throughout their written work and discussions. Students may refer to a range of different Muslim perspectives in their answers, including those from Sunni and Shi’a Islam. They also study the specific differences held between each denomination. 

3.2 Component 2: Thematic studies 

Students should study a total of four themes from Component 2. Students study two religious, philosophical and ethical studies themes. 

Students are taught to be aware of different religious perspectives on the issues studied within and / or between religious and non-religious beliefs such as atheism and humanism. Students also study religious, philosophical and ethical arguments related to the issues raised, and their impact and influence on the modern world. 

Students are expected to show their understanding of religion through the application of teachings from religion and beliefs. They will also be expected to make specific references to sources of wisdom and authority including scripture and/or sacred texts.  

Students must demonstrate knowledge and understanding that: 

  • the religious traditions of Great Britain are, in the main, Christian 
  • the religious traditions in Great Britain are diverse. 

Students may draw upon Christianity and Islam, as well as other religions and non-religious beliefs such as atheism and humanism. 

Religion and life 

Students study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They taught to be aware of contrasting perspectives in contemporary British society on key issues. 

They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions: 

  • Abortion. 
  • Euthanasia. 
  • Animal experimentation. 

Students studying the AQA Specification A for GCSE Religious Studies will explore key issues surrounding the origins and value of the universe and human life. They will examine religious teachings about how the universe began, including different interpretations of creation stories, and explore how these relate to scientific explanations such as the Big Bang theory. The course also considers the value of the world and the responsibilities humans have to care for it, with reference to religious concepts like stewardship, dominion, awe, wonder, and moral responsibility. Environmental issues such as pollution, the use of natural resources, and the exploitation or protection of the planet are discussed, alongside the use and abuse of animals, including debates about animal experimentation and using animals for food. In studying the origins and value of human life, students will learn about religious and scientific views on how life began, including differing interpretations of creation accounts and theories like evolution. Key ethical concepts such as the sanctity of life and the quality of life are central to discussions about abortion, especially in cases where the mother’s life is at risk, as well as the moral debates surrounding euthanasia. Finally, students explore religious beliefs about death and the afterlife, and how these beliefs shape attitudes towards the value and purpose of human life. 

Religion, peace and conflict 

Students study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They taught to be aware of contrasting perspectives in contemporary British society on key issues. 

They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions: 

  • Violence. 
  • Weapons of mass destruction. 
  • Pacifism. 

Students studying the AQA Specification A for GCSE Religious Studies will examine religious perspectives on violence, terrorism, and war, and their relevance in the modern world. They will explore the meaning and significance of key concepts such as peace, justice, forgiveness, and reconciliation, and how these values influence attitudes toward conflict. The course addresses the causes and consequences of violence, including violent protest and terrorism, and investigates reasons why wars occur, such as greed, self-defence, and retaliation. Students will study the Just War theory, including its criteria for determining whether a war can be morally justified, as well as the idea of holy war and the principles of pacifism. The role of religion and belief in 21st-century conflicts is explored, including how religious beliefs can both cause and resolve violence. Students will consider ethical issues related to modern warfare, including the use of nuclear weapons, the idea of nuclear deterrence, and the broader use of weapons of mass destruction. They will also explore religious teachings and actions related to peace-making today, focusing on individuals and groups who work towards reconciliation and non-violence. Finally, the course covers religious responses to victims of war, highlighting the work of at least one contemporary religious organisation that supports those affected by conflict. 

Religion, crime and punishment 

Students study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They taught to be aware of contrasting perspectives in contemporary British society on key issues. 

They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions: 

  • Corporal punishment. 
  • Death penalty. 
  • Forgiveness. 

Students studying the AQA Specification A for GCSE Religious Studies will explore religious and ethical perspectives on crime and punishment. They will examine the nature of good and evil intentions and actions, considering whether causing suffering can ever be justified. The course looks at various reasons why people commit crimes, including poverty, upbringing, mental illness, addiction, greed, hate, and opposition to laws they view as unjust. Students will evaluate differing views on the responsibility of those who break the law for these reasons and explore attitudes toward different types of crime, such as hate crimes, theft, and murder. In the section on punishment, students will learn about its main aims: retribution, deterrence, and reformation, and how these are viewed by different religious traditions. The course also considers the treatment of criminals, including the use of prison, corporal punishment, and community service, as well as the role of forgiveness in justice. Students will study the death penalty, exploring a range of ethical arguments for and against it, including those based on the sanctity of life and the principle of utility. 

Modules

  • Religion and life (Full-course only) - In this unit students will explore religious and scientific views on the origins of the universe and human life, environmental and animal ethics, and issues such as abortion, euthanasia, and the value of life in light of beliefs about the afterlife. 
  • Religion peace and conflict - In this unit students examine religious teachings on peace, justice, and conflict, including causes of war, types of warfare, pacifism, and religious efforts to promote peace and support victims of war. 
  • Religion, crime and punishment (Full-course only) - In this unit students will study the causes and types of crime, religious views on justice and punishment—including the death penalty—and consider the role of forgiveness and ethical treatment of offenders.  

Assessment

Students are assessed on their ability to: 

  • apply knowledge and understanding of two religions 
  • apply knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary religious faith 
  • understand the influence of religion on individuals, communities and societies 
  • understand significant common and divergent views between and/or within religions and beliefs 
  • apply knowledge and understanding in order to analyse questions related to religious beliefs and values 
  • construct well-informed and balanced arguments on matters concerned with religious beliefs and values set out in the subject content. 

All mid and end of unit assessments measure how students have achieved the following assessment objectives. 

  • AO1: Demonstrate knowledge and understanding of religion and beliefs including: 
    • beliefs, practices and sources of authority 
    • influence on individuals, communities and societies 
    • similarities and differences within and/or between religions and beliefs. 
  • AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence 

For each assessment, the following will apply: 

  • Students must answer questions on two specified religions  
  • Each five-part question is worth 24 marks, with 12 marks for AO1 and 12 marks for AO2. 
  • The structure of the five-part questions will be identical across all assessments; marks will be allocated as follows: 1, 1, 4, 6 and 12. 
  • Students are also assessed on their oral contributions and through written work completed both in the classroom and at home. 

Homework  

Homework is set regularly and appropriately to build on learning from lessons or is used to prepare students for the next lesson. Homework in KS4 has a strong emphasis on developing written, reading and researching skills. Students are also encouraged to make inferences, interpret deeper meanings behind beliefs, teachings and practices. 

Enrichment Activities

Students are regularly exposed to experiential learning, where we invite guest speakers into the academy and students can ask questions and gain an insight into the actions and viewpoints of those people. We want students to recognise that religions and worldviews are ‘lived’ and therefore speaking to representatives of these provide them with first hand experiences that they can apply to their learning and beyond. 

Resources

The department uses the Oxford AQA Religious Studies A Christianity and Islam textbooks and revision guides in class, along with an array of revision materials some of which have been produced by Zig Zag Publishers. Other resources are uploaded onto our online learning platform Firefly which we regularly encourage our students to visit. We have created our own in-house ‘GCSE Hub’ which outlines the specification, provides bitesize revision clips, past papers, revision guides and quizzes. 

Sixth Form

A-Level Religious Studies at St Wilfrid’s (Edexcel 9RS0)

Subject Intent

Our A-Level Religious Studies course aims to develop students into thoughtful, reflective, and informed individuals who can engage critically with some of life’s most profound questions. Through the study of religion, philosophy, and ethics, students will deepen their understanding of beliefs, values, and practices, while gaining insight into the influence of religion on individuals, culture, and society. The course fosters analytical thinking, respectful dialogue, and the ability to construct and evaluate reasoned arguments—skills essential for both academic and personal growth.

Course Overview

We follow the Edexcel A-Level Religious Studies specification, which includes the following three components:

  • Paper 1: Philosophy of Religion – Topics include arguments for the existence of God, the problem of evil, religious experience, and the nature of reality.
  • Paper 2: Religion and Ethics – Students explore ethical theories such as Utilitarianism and Situation Ethics, applied ethics in areas like euthanasia and sexual ethics, and the relationship between religion and morality.
  • Paper 3: New Testament Studies – This component involves a close study of key texts, themes, and figures from the New Testament, including historical context, authorship, and theological interpretation.

Assessment Format

The course is assessed through three externally examined papers at the end of Year 13, one for each component (Philosophy, Ethics, and New Testament). Each paper is 2 hours in length and equally weighted (33.3%). Assessment consists entirely of essay-based questions designed to test students’ critical analysis, evaluation, and ability to construct coherent arguments.

Homework and Independent Study

Students are expected to complete regular homework assignments, including reading, structured note-making, essay planning and writing, and preparatory research. Independent study is a core expectation, with students engaging in wider reading, reflecting on scholarly viewpoints, and revising core content. They are encouraged to use academic journals, podcasts, and philosophy/ethics texts to enhance their understanding.

Future Pathways and Careers

A-Level Religious Studies is highly regarded by universities and supports applications for a wide range of degree subjects including Philosophy, Theology, Law, Politics, Sociology, History, and English. The skills developed are transferable to careers in education, law, journalism, civil service, social work, counselling, and beyond. It is particularly suited to students who enjoy discussing big ideas, engaging with different worldviews, and constructing persuasive arguments.

RE Policy

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