Religion and Worldviews (RW)
Back to Subjects MenuWhat is the Intent of the RW Curriculum?
Below are the aims of RE as outlined by the KAS for religion and worldviews, which we share as outcomes for our RW curriculum:
“The principle aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as developed responses of their own.”
The KAS divides this principle aim into three smaller aims. RE teaching should enable pupils to:
1. Know about and understand a range of religions and worldviews.
2. Express ideas and insights about the nature, significance and impact of religions and worldviews.
3. Gain and deploy the disciplinary skills needed to engage seriously with religions and worldviews.
Learning about religions and worldviews gets to the heart of what it means to be human. It is a vital part of students’ spiritual, moral and social education as well as playing a role in developing critical thinking. Learning about the beliefs and cultures of others through the study of RW helps to foster a culture of tolerance and inclusion, which is vital for students to thrive in the modern world.
Legal requirements
It is a legal requirement that RE is provided for all registered pupils in state-funded schools in England, unless withdrawn by their parents. It is a necessary part of a broad and balanced curriculum. Unlike other subjects, there is no National Curriculum for RE. Rather, a locally agreed syllabus for RE is determined by a local Standing Advisory Council for RE (SACRE). Academies must adopt a syllabus for RE or produce their own which meets the requirements of the locally agreed syllabus. The Marsh Academy has adopted the Kent Agreed Syllabus (KAS) for Religious Education for KS3/4 RW and follows Edexcel B for GCSE Option.
Rationale
The Religion and Worldviews (RW) curriculum at The Marsh Academy is designed to provide students with a rich, coherent, and academically rigorous understanding of how religious and non-religious worldviews have developed over time and how they are lived and experienced today. Our curriculum is underpinned by a commitment to fostering critical thinking, cultural literacy, and respectful engagement with diverse perspectives.
In Year 7, students explore the foundational beliefs and practices of the Abrahamic religions, focusing on key theological concepts and their historical development. In Year 8, the curriculum shifts to the Dharmic traditions, enabling students to compare and contrast belief systems and understand the cultural and philosophical contexts in which they emerged. This chronological and thematic approach ensures that students build a secure and nuanced understanding of the major world religions.
By Year 9, students are equipped to engage with philosophical and ethical enquiry, applying their foundational knowledge to complex questions about morality, the existence of God, and the nature of belief. This phase of the curriculum introduces students to interdisciplinary methods, drawing on theology, philosophy, and the social sciences to deepen their analytical skills and broaden their worldview.
In Year 10, all students participate in a compulsory, non-GCSE RW programme that addresses contemporary issues such as identity, ethics, human experience, and global challenges. This ensures that all learners, regardless of GCSE option choices, continue to engage with meaningful content that supports their personal development and prepares them for life in modern Britain.
The GCSE RW curriculum (Edexcel B) offers a more in-depth exploration of ethical issues, with a particular focus on peace, conflict, and moral reasoning. Throughout Key Stages 3 and 4, the curriculum is carefully sequenced to promote progression in knowledge, understanding, and disciplinary thinking.
Cross-curricular links with PSHE, history, law, politics, science, and geography enrich students’ learning and reinforce the relevance of RW to their broader education. Our curriculum is designed not only to meet statutory requirements but to inspire curiosity, promote tolerance, and equip students with the skills and dispositions needed to navigate a diverse and complex world.
Key priorities
Priorities often change, but learning in the classroom is the centre of all priorities. However, recent data indicates that KS3/4 requires heavy investment in terms of time and energy. Therefore, expectations must be set to the highest standards and classroom environment must enable teaching and learning to flow accordingly. In order for this to happen, engagement is one such priority which we as a department need to boost and maintain. Behavioural issues must be eliminated through strict protocol, and praise must be issued wherever applicable. The department is highly encouraged to keep up with the logging of praise on SIMS. In addition, teachers within the department are encouraged to emphasise the importance and the benefits of Religion and Worldviews and promote its successes to students.
In the area of teaching and learning, the whole-school focus is to engage with challenge alongside scaffolding (effective use of), modelling and feedback to ensure all students access the challenging content and make rapid progress. The curriculum aim is to embed young people with the mindset of cultural richness and to engage them with worldviews that challenges and appreciates their own.
