Religious Studies at Aston Fields Middle School

Why Learn RS?

‘Religious Studies education (helps to) develop pupils' knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views. It offers opportunities for personal reflection and spiritual development.’  (Church of England, 2006)

A sound curriculum contains principles which are fundamentally important for all children and young people, for communities, and for the well-being of society.

Religious Studies education helps pupils to understand the world around them, explore their own experience and identity, and compare this to others.

What have OFSTED said about RS at Aston Fields Middle School?

We are very pleased to inform parents of the positive judgments that Ofsted made. They remarked that:

‘The religious education curriculum, greatly enjoyed by the students, ensures they understand and respect the diversity of faiths in modern British society.’

‘The very effective religious education curriculum enables students to learn about other faiths, to examine their impact on today's British society and to reflect on their own beliefs and opinions.’

An Overview of the curriculum at Aston Fields Middle School

KS2 :

Religious Studies is taught through PSD lessons at Key Stage 2.

The INTENT of religious Studies is:

  • To encourage pupils to ask questions about religion, world views and being human
  • To develop understanding and skills required to appraise various responses
  • To demonstrate sensitivity towards the views of others as well as being able to articulate personal beliefs in an appropriate manner

By the end of KS2, our intent is that all pupils will be able: 

  • To make connections between various worldviews and religions. To demonstrate understanding of the significance of celebrations, forms of worship, pilgrimages and rituals.
  • To describe and understand the various aspects of communities investigated. To consider the links between stories, beliefs, teachings and other sources of wisdom.
  • To explore how a range of beliefs, symbols and actions create a sense of meaning and impact upon lifestyle choices.
  • To provide explanations as to the meaning and significance of various religions and worldviews.
  • To show appreciation of the value of belonging to a community of faith/ belief and the challenges that individuals may face due to their commitment.
  • To explore the various dimensions within a religion or worldview in order to reflect upon the diversity within and between faith communities.
  • To discuss and present their personal views, as well as the values of others, on challenging questions about belonging, meaning, purpose and truth. To express these ideas through a range of forms including reasoning, music, art and poetry.
  • To reflect upon how diverse communities can live together for the wellbeing of all.
  • To reflect upon a range of responses to ethical questions, including ideas about right and wrong and what is just and fair, with clarity in the explanation of their opinions.

KS2 Curriculum/Implementation

Pupils explore key questions around the following faiths:





Year 5 and 6 - Key Questions

Year 5

  • What does it mean if Christians believe that God is holy and loving?
  • What does it mean to be a Muslim in Britain today?
  • Why do Christians believe Jesus was the Messiah?
  • Why is the Torah so important to Jewish people?
  • Christians and how to live: ‘What would Jesus do?
  • What matters most to Christians and Humanists?

Year 6

  • Creation and science: conflicting or complementary?
  • Why do some people believe in God and some people not?
  • Why do Hindus want to be good?
  • What do Christians believe Jesus did to save people?
  • For Christians, what kind of king is Jesus?
  • How does faith help people when life gets hard?

KS 3 :


  • To encourage pupils to ask questions about religion, world views and being human
  • To develop understanding and skills required to appraise various responses
  • To demonstrate sensitivity towards the views of others as well as being able to articulate personal beliefs in an appropriate manner

By the end of KS3, our intent is that all pupils will be able:

  • To explain and interpret ways that the history and culture or religions and worldviews influence individuals and communities. To appraise a wide range of beliefs and practices and their influence on others.
  • To explain and interpret a range of beliefs, teachings and sources of wisdom and authority (including experience) in order to understand how they impact upon the way we see the world.
  • To explain how individuals and communities express their beliefs in various forms and ways of living. To be able to compare and contrast a wide range of these, demonstrating understanding of the relationship within and between groups.
  • To explain the religions and worldviews studied with clarity and reasoning. To evaluate them using a range of educated methods.
  • To interpret a wide range of ways in which commitment and identity are expressed. To demonstrate insightful analysis and evaluation of the controversies about commitment to religion and worldviews, accounting for the diversity within communities.
  • To consider and evaluate the question: what is religion? To use a range of disciplines to analyse the various aspects of this question.
  • To explore a range of ultimate questions that are raised by human life, making well-informed and reasoned responses. To draw on a wide range of examples from the arts, media and philosophy.
  • To examine and evaluate issues about community relations and respect for various perspectives from varied religions and worldviews.
  • To explore and express insights into significant moral and ethical questions. To use well-reasoned personal responses which draw on a range of examples from real life, fiction or other forms of media.

KS3 Curriculum/Implementation

Pupils explore key questions around the following faiths:





Year 7 and 8 - Key Questions

Year 7

  • What difference does it make to be an atheist or an agnostic in the world today?
  • Why do Christians believe Jesus was God on Earth? (Incarnation)
  • What is so radical about Jesus? (Gospel)
  • How are Sikh teachings on equality and service put into practice? (God/ the Gurus/ values/ Panth)
  • Good, bad; right and wrong. How do I decide?

Year 8

  • Should religious people, such as Christians, be greener than everyone else?
  • The Buddha: how and why do his experiences and teachings have meaning for people today? (Buddha/ dhamma/ sangha)
  • Why is there suffering? Are there any good solutions? Christians/ Hindus/ Buddhists/ non-religious worldviews
  • How far does it make a difference if you believe in life after death? Christians/ Muslims/ Hindus/ non-religious worldviews
  • How can people express the spiritual through the Arts? Religious and non-religious worldviews


Our curriculum aims to ensure all pupils:
1. Know about and understand a range of religions and worldviews, so that they can:
• describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals
• identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews
• appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
2. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:
• explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities
• express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues • appreciate and appraise varied dimensions of religion.
3. Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
• find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively
• enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all
• articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives. 

Throughout the school, pupils consider how these three aims influence religion in their local area. They develop a clearer understanding of their community, build tolerance and respect for the beliefs and lives of others and a greater understanding of their place in their community. They have been exposed to the larger questions of responsibility and ethics and are prepared, not just for the next stage of their education, but to be responsible citizens in a modern, multicultural Britain.