The RS curriculum at SGGS is knowledge-rich and ambitious in its intent to challenge able students to critically and meaningfully embrace the study of religion and worldviews. Whatever a student’s starting point, RS will help them make sense of the world and their place in it – locally, nationally and globally. Students will increasingly question, discuss, debate, investigate and evaluate as they develop and critically consider their own worldviews. They will have opportunities to visit places of worship, enter national competitions and hear speakers. All will leave SGGS with a highly developed religious literacy – essential for our future leaders and decision-makers. Many will also achieve outstanding results in RS qualifications, benefiting their broader academic aspirations.
Key Stage 3 Curriculum
Students in Key Stage 3 have one lesson of Religious Studies each week. They will encounter many traditions and worldviews (religious and non-religious), and build the foundations necessary to engage with the diversity and the challenges inherent in this subject, which is highly valued at SGGS. We begin by exploring the nature of religion and worldviews and introducing students to the three main disciplines used in RS (Social Sciences, Philosophy and Theology). We then focus on the Abrahamic faiths (Judaism, Christianity and Islam) before moving onto the Dharmic faiths (Hindu Dharma and Sikhi), ensuring that students build a coherent understanding of the relationships and development of world religions in all their complexity. Year 9 takes a more philosophical approach, where students consider some of the most puzzling questions facing humanity.
Term 1: What is Religion & Worldviews? A multi-disciplinary investigation - what is religion and what are worldviews?; how do we study religion & worldviews (introduction to the disciplines of philosophy, theology and social sciences)?
Term 2: The Jewish Tradition - what makes someone Jewish?; what are the different ways of being Jewish today?
Term 3: The Hindu Tradition - introduction to Dharmic faiths; is there such a thing as Hinduism?; what does Hindu Dharma teach about truth?
Term 1: The Christian Tradition- why did Jesus die?; what are the different ways of being Christian today?; what does Coventry Cathedral teach us about Christianity?: a local investigation.
Term 2: The Muslim Tradition - why is Muhammad so important in Islam?; what are the different ways of being Muslim today?
Term 3: The Sikh Tradition - what does Sikhi teach about how we should seek God?; what are the different ways of being Sikhi today?
Term 1: Challenges to Religion - an investigation into non-religious worldviews and philosophical challenges to religious belief, including the problem of evil and the question of the soul’s existence.
Term 2: Women in Religion - an investigation into the representation of women in religion and issues arising from this. Includes detailed textual analysis.
Term 3: Spirited Arts Competition - students will be given the opportunity to enter a national competition, if time allows, linking their study of religion to the arts.
Key Stage 4 Curriculum
All students undertake a core Religion, Philosophy and Ethics (RPE) course in one lesson each week. The course is designed to be engaging, challenging and useful. Topics include an introduction to philosophy and ethics, debating , Buddhism and an EPQ-style investigation into an area of personal interest. Students who complete the course to a good standard are awarded a certificate. Students can also opt to undertake a GCSE in Religious Studies.
In our popular optional GCSE, students will study Christianity and Islam in depth, which accounts for 50% of the course. The remainder consists of the study of philosophical and ethical issues, including peace and conflict, crime and punishment, arguments for and against the existence of God and a range of issues relating to life and death (including abortion, euthanasia and animal rights). There is much opportunity for discussion and debate, and students will continue to build their capacity to develop balanced, informed and justified lines of argument.
For more information, please view the latest resources available below.