Hathershaw College

RE (KS3 and KS4)

RE (KS3 and KS4)


Curriculum Intent


The Humanities Faculty comprises three core subjects, History, Geography and Religious Studies. Vocational Travel and Tourism is also offered at KS4. Collectively these subjects aim to create global citizens who have a secure understanding of the world around them and the relationship between our past, present and future.

Across all Humanities subjects, the curriculum aims to inspire pupil’s curiosity and fascination about the world, its people and its past. Pupils are encouraged to study the complexity of the Earth through the study of people’s lives, the process of change, the diversity of societies and places, as well as their own identity and the challenges of their time. As pupils progress, they should develop a sophisticated understanding of the relationship between the Earth’s key physical and human processes and explain how this has been shaped and changed over time. The curriculum is rich with SMSC opportunities which allows students to develop a greater level of tolerance, alongside understanding and empathy towards people, cultures and the environment.

The aims of the curriculum are to allow students to:

  • Think, write, communicate and read as well as experts in their field.
  • Study a range of religious topics which broaden and deepen their understanding of the world around them and the influences on human’s behaviours.
  • Investigate the impact of religious beliefs and teachings on individuals, communities and societies, whilst being able to apply a wide range of religious and philosophical vocabulary and sources of evidence consistently and accurately.
  • To reflect on their position as Citizens of the UK and the wider world in order to develop a sense of identity and belonging which underpins the core British values.
  • Understand the key concepts of each discipline and use them to make connections, draw contrasts, analyse trends and frame valid questions
  • Grow cultural capital through a range of opportunities and experiences both within and outside of the classroom.
  • Be prepared for adult life, employment and lifelong learning through the development of transferable skills, self-regulation and independent study.


Curriculum Overview



Students will conduct an enquiry to decide, Is Jesus God Incarnate? To complete this, students will study the various forms of evidence for this belief. This will range from extracts from the Bible to examples of Christian worship.


Students will conduct an enquiry to evaluate how Sikhism promotes equality. To do this, students will study the importance of the key beliefs of Sikhism for Sikhs living in Britain today. Students will also interpret the Mool Mantar and how guide their understanding of God, life and how to live.


Christianity and Islam beliefs about Life after death.
Students will explore the key beliefs about life after death in at least two traditions. They will be challenged to consider how religious and non-religious beliefs about life after death affect the way people live and to make sense of the world.



Students will conduct an enquiry in to it means to be Human, with a focus on Buddhism. Students will investigate how the life of the Buddha led to his teachings. This will include studying the Buddhist Dharma such as the universal truths, noble truths and noble path.



Students will explain what sources of authority non-religious people might use. Students will look at and be able to evaluate examples of how Humanist beliefs/principles guide some non-religious people in making moral decisions


Christianity and Islam a study of  Religion, Peace and Conflict
Students will conduct an enquiry to decide, is religion a cause of conflict or a power of peace in today’s world? Students will explore some causes of conflict and offer ideas about what can reduce conflict. Students will also study the contributions of inspirational people.





Religion and Human Rights
Students will conduct an enquiry into human rights and the role of religion in the world today. Students will study both the Muslim and Christian concepts of Human rights. 


Students will investigate Core and Diverse Islam debating what is universal and what is different? They will discuss the importance of the key beliefs and the Muslim ways of living in Britain today. They will also assess the core beliefs of Shia and Sunni Muslims. 

Religion and Life

Students will conduct an enquiry to evaluate How Sacred is Life? To do this they will explore how the concepts of rights are important within the religion. They will then suggest how beliefs guide people in making moral and religious decisions.







Marriage and Family- How does religion impact on marriage and family life? 

Students will investigate what impact religion has on marriage and family life. In this unit students will explore why marriage is important within Christianity and Islam, as part of the study they will offer examples of how marital problems are dealt with and consider how interfaith and forced marriage can impact on family life.

Religion and the Environment- Who is responsible for protecting the planet? 
Students will investigate who is responsible for protecting the planet? Students will evaluate the idea of stewardship and why it is important within Christianity, they will explore and investigate if Christian environmental activism reflects Christian beliefs in Stewardship.

Prejudice discrimination and tolerance- What will make our community a more respectful place? 
Students will conduct an enquiry to evaluate what will make our community a more respectful place. They will explore some causes of prejudice and some ideas about what reduces prejudice.


To download this table, please click below. 

Curriculum Overview 2021-22


Medium Term Plans


Half Term 1: Christianity | Half Term 3: Sikhism Half Term 5: Life After Death





Half Term 1: Religion & Human Rights | Half Term 3: Islam Half Term 4: Religion & Life




RE SMSC Statement


In Citizenship, SMSC and British Values are a fundamental part of the subject. The curriculum is designed as a spiral-curriculum, which is age appropriate, with an aim of developing well-rounded global citizens. From Year 7 through to Year 11 the students are challenged to think about their perspectives on many fascinating and important topics. The subject therefore naturally provides a sense of fascination and enjoyment as the pupils explore their thoughts and opinions and respectfully debate with others. As an example, the students are taught about the British democratic political system and have a chance to develop an understanding of what this system means for them as British citizens. In each year the students revisit politics and build on their knowledge throughout their school journey. They are given the opportunity to reflect on their beliefs which will help them to make informed decisions when they reach the voting age.

The students explore their place in the world as global citizens. They learn about the freedoms we enjoy as British citizens and the rule of law. They are given the opportunity to investigate how other countries treat their citizens. The students are taught about collective responsibility which enables them to think about how other people live around the world and their role in the world community. They learn about different cultures and develop a strong sense of tolerance.

Careers education is also taught in citizenship and the pupils are encouraged to think about their future and reflect on their possible pathways. The students are provided with opportunities to investigate different careers and learn about the labour market. This builds a sense of fascination as they explore and develop ideas of their dreams and goals.

Relationship, health and sex education are also taught in citizenship. The new statutory guidance, September 2020, forms an essential part of the curriculum. The students are encouraged throughout each year group to understand how different relationships work and to develop a strong sense of tolerance. The teaching and learning also helps the students to explore moral issues and which will enble them to make informed decisions as they grow into young adults.

The students often work together in groups to discuss and respectfully challenge other opinions. This helps develop their social skills as they work with people from different backgrounds, working outside of their usual friendship groups and developing strategies to communicate in a respectful way.