Key Stage 3 Curriculum Overview 


Through learning about RE and Citizenship at John Masefield High School our students will:

  • Acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government. Students will look at for example how voting takes place, why people vote and the difference each vote can make as examples.
  • Develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced. Students will for example consider British Values and understand the principles by which the UK is governed and the implications of breaking the UK law.
  • Develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood. Students will for example look at a range of projects and consider how they can make a difference in their local community. They will look at the negative consequences of irresponsible behaviour and the benefits of cohesive community action.
  • Be equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs. Students will for example understand what debt is and the differing forms debt takes. They will be able to plan future finances and be aware of the implications of poor and wise financial plans.
  • 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. Students will consider a wide range of faiths and will also consider humanist and atheist perspectives. Students will be able to identify where and why similarity and difference exists.
  • Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning. Students will throughout the course articulate their own views and opinions whilst showing respect for any differing or opposing view. Any intolerance will be immediately and effectively challenged.
  • 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. Students will be challenged to explain their thinking and consider a wide range of perspectives throughout all relevant modules.
  • Enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all. Students will for example regularly consider consequences of actions taken or for future actions. They will be required to explain the benefits of respect and community and articulate the dangers of where respect is not shown.

General strategies to support SEND and disadvantaged students


To ensure that students with SEND and weak literacy can access the curriculum.
To provide effective support to allow SEND and disadvantaged students to achieve success in the classroom and in homework.
To communicate in a timely manner with parents/carers and the SEND/Year Leader Teams to develop cohesive partnerships.
To support the school wide literacy and numeracy programme.
To ensure widen the cultural and moral understanding of students.


General strategies, ideas and resources

    • Seating plans to provide a suitable partner to work with and easy access for teacher to assist.
    • Books prioritised (not correcting every error) with clear feedback that praises and identifies next steps.
    • Targeted priority for support and checking understanding when students begin tasks.
    • Common literacy terms (agreed with English) displayed on walls and used explicitly in teaching.
    • Clear instructions both verbally and on worksheets. Check understanding.
    • Provide homework support, check understanding and offer extra support as appropriate.
    • Check student understanding out of the lesson to identify and support any potential misconceptions.
    • Immediately challenge and use JMHS Behaviour Policy if required if any evidence of poor behaviour directed towards SEND/Disadvantaged student.

Specific strategies, ideas and resources

    • Discussion: Ensure group or paired work where more appropriate than a whole class setting.
    • Discussion: Ensure rules of classroom behaviour and sensitivity are well established in the class.
    • Discussion: Allow the student to present to the teacher at an alternative time without an audience if beneficial.
    • Feedback:  Targeted questions – check students have an appropriate answer ready before asking them in front of class to allow them to achieve and build confidence
    • Feedback: Allow thinking time and support students with unpacking answers.
    • Feedback: Praise responses and foster belief in the importance of no right answers.
    • Feedback: Ask for positive/ negative opinion rather than complex reason; select most important detail for them to listen for.
    • Presentation: Allow folder work if necessary so each lesson can begin afresh if confidence with presentation is a barrier.
    • Tasks: Ensure that tasks set and topics covered are sensitively handled and ensuring that liaison with parents/carers/SENDCO/Year Leaders in advance of any topic that might be more challenging for a SEND/Disadvantaged student.
    • Tasks: Use shape model of tasks to promote confidence.
    • Tasks: Sentence building sheets/writing frames where students find written work challenging.


Strategies to further challenge confident students

  • Students will be challenged to play Devil’s Advocate with their own thinking.
  • Students will be challenged to give a range of examples, including local, national and international in their responses.
  • Students will be required to complete the square challenge tasks.
  • Students will be expected to write in more depth and produce detailed responses in class and with homework.
  • Students will be given additional materials to challenge their thinking where appropriate.
  • Students will be expected to be role models for excellent learning.

KS3 Syllabus and Curriculum Overview

National Curriculum KS3 Citizenship

Key Stage 3 locally agreed RE syllabus

Y7 to Y9 Scheme of work overview