Religious Studies at Stoke Newington School is built around three interlinked disciplines that help students think critically about the world around them:

  • Theology – thinking through belief
  • Philosophy – thinking through ideas
  • Social Sciences – thinking through people

These disciplines are embedded throughout our curriculum at Key Stage 3 and developed further at Key Stage 4. By integrating all three, we support students in becoming thoughtful, analytical communicators who can engage with deep and challenging questions about religion, philosophy, ethics, and humanity.

Students develop their skills through a strong focus on respect, understanding, and critical thinking, while learning to construct well-reasoned arguments and justify their views. Our curriculum explores a wide range of world faiths, beliefs, practices, and ways of living through different viewpoints. This helps students to become global citizens and active participants in the multicultural society of Hackney and the wider UK.

Religion and ethics are part of everyday life, and we aim to inspire our students through curiosity to be lifelong learners, with opportunities to explore diverse worldviews and voices within the discourse of religion, philosophy, ethics, and the social sciences. This is further supported by meaningful engagement with personal development, rooted in the context of Hackney and the wider world.

Our curriculum is research-informed, drawing from a wide range of sources and narratives to expose students to the complexity and diversity of views on contentious and debatable topics. We are committed to ensuring that all students — including those with SEND and from disadvantaged backgrounds — are supported to succeed and are not excluded from important conversations that will shape their futures.

We also encourage students to reflect on their own presuppositions and values when studying religious and non-religious themes. This is achieved through:

  • Reflecting on content from their personal position, shaped by individual experiences, values, and identity.
  • Recognising that personal knowledge brings assumptions into learning.
  • Building personal understanding through rich, substantive content that connects the life worlds of religious and non-religious traditions with students’ own experiences.

We are committed to accurately representing worldviews, avoiding single-story narratives, and including a plurality of voices. To support this, our curriculum includes guidance for subject teachers, highlighting areas for reframing and engagement with current research, along with links and commentary to support these approaches.