Curriculum Intent 

We focus on delivering the  solid factual foundations of the six major world religions, before building upon these roots by tackling a wide variety of ethical topic explorations. Ethical debates and deep thinking continues throughout KS3.

The RE curriculum builds upon the DSTC Co-operative values, the National Curriculum and there is a strong link between RE and ICE (PSHE) at DSTC.  Our curriculum is designed to:

• Investigate Worldview Foundations: To build a rigorous factual understanding of the six major world religions and the diverse cultures within the local Dartford community.
• Engage in Systematic Enquiry: To develop the critical thinking and evaluative skills needed to appraise significant human questions and formulate informed personal responses.
• Tackle Ethical Complexity: To apply core religious knowledge to modern ethical debates, fostering intellectual curiosity and a deep-rooted passion for global diversity.

Complementary Subjects:

• ICE (PSHE)
• Sociology
• Geography
• English
• History
• Geography

KS3

 

In Key Stage 2 the Kent agreed RE syllabus encourages schools to ensure children learn about the beliefs and practices of Christians, Muslims, Hindus, Buddhists, Sikhs and Jewish people. Therefore, the DSTC RE curriculum continues to develop the learners' understanding of different world religions as well as broadening philosophical enquiry via ethical debates.

During Key stage 3 we develop the core skills needed to study RE through the use of precise and concise literacy, analytical and descriptive writing and the use of numeracy and IT. We develop social skills through carefully structured activities that encourage students to express their own opinions and work well within groups. We cater for all learning styles and offer a wide range of different activities.

The KS3 RS curriculum is largely informed by Kent agreed RE syllabus, and we also aim to approach standard topics in ways that engage students whilst developing essential empathetic, problem-solving and academic skills.  Students have one hour per week for RE.

DSTC is not affiliated to any religious group. However, in accordance with Education Acts, DSTC aims to provide the opportunity for students to worship God, to consider spiritual and moral issues and to explore their own beliefs; to encourage participation and response, whether through active involvement in the presentation of worship or through listening to and joining in the worship offered; and to develop community spirit, promote a common ethos and shared values, and reinforce positive attitudes. Acts of worship are of a broadly Christian character and every child has access to Religious Education. Parents have the right to withdraw their child from these on religious grounds. The school follows the Kent Agreed Syllabus for RE. If you would like to discuss this further, including withdrawing your child, please contact Mr Archer rarcher@dstc.kent.sch.uk.

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Year 7	What is Christianity?	What is Christianity?	Comparative religion	What are religious festivals?	What is Judaism?	What is Sikhism?
Year 8	What is Islam?	What is Islam?	What is Buddhism?	What is Hinduism?	What is Hinduism?	Judaism Continued
Year 9	Judaism Continued	Christianity - an in-depth study	Christianity - an in-depth study	Alternative religions	What is philosophy?	Ethics and religion

Further Reading/Resources:

• BBC Bitesize - KS3 Religious Studies: The primary hub for the "solid factual foundations" of the six major world religions.

• The Faith & Belief Forum: Offers "Encountering Faiths" resources where students can watch films of real people in the UK sharing their lived experiences of faith and identity.

• RE:ONLINE: A brilliant site for "Worldview Explorers," featuring a searchable library of different religious and non-religious perspectives.

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KS4

 

Through assemblies, form time and focus days students will extend and deepen their knowledge and understanding of religions and worldviews (including non-religious worldviews), explaining local, national and global contexts. Building on their prior learning, they will appreciate and appraise the nature of different religions and worldviews in systematic ways.

They will learn to use a wide range of concepts in the field of Religious Studies confidently and flexibly to contextualise and analyse the expressions of religions and worldviews they encounter. They will be given opportunities to research and investigate the influence and impact of religions and worldviews on the values and lives of both individuals and groups, evaluating their impact on current affairs. They should be able to appreciate and appraise the beliefs and practices of different religions and worldviews with an increasing level of discernment based on interpretation, evaluation and analysis, developing and articulating well-reasoned positions.

Further Reading/Resources:

Sophie's World, Jostein Gaarder, A classic novel that walks through the entire history of philosophy.

Big Ideas for Curious Minds, The School of Life, Specifically designed to introduce younger teens to great thinkers.

The Breadwinner, Deborah Ellis, A powerful story exploring faith, gender, and resilience in Afghanistan.

Pig Heart Boy, Malorie Blackman, A fiction book that serves as a great hook for bioethics and "human value" debates.