Social Studies

“Success is not final, failure is not fatal: it is the courage to continue that counts. ”

Department Vision Statement/ Curriculum Intent

The Social Studies curriculum is designed to foster the development of thoughtful, critically engaged, and compassionate learners who build moral character traits essential for their overall well-being. The curriculum promotes a mindset of excellence, encouraging students to explore human behaviour, belief systems, and social structures through respectful debate and evidence-based inquiry. By examining diverse perspectives, students are empowered to question assumptions, understand different worldviews, and contribute positively to an ever-changing world.

In Social Studies, students engage with religious cultures to better understand varying beliefs and lifestyles across the globe. This helps cultivate tolerance towards the 'unknown' and the 'different,' broadening their worldview and encouraging empathy.

In line with the Kent Agreed Syllabus for RE 2022-2027, students explore pivotal questions such as "Do we need to prove God’s existence?", "Does living biblically mean obeying the whole Bible?", "Is death the end? Does it matter?", "How can people express the spiritual through the arts?", and "Should happiness be the purpose of life?". Before delving into these questions, the curriculum covers key beliefs, practices, symbols, places of worship, moral codes, and holy scriptures in religions like Judaism, Christianity, Islam, Buddhism, Hinduism, and Sikhism. Discussions also incorporate non-religious perspectives, including humanism, as well as philosophical theories such as utilitarianism and virtue ethics, ensuring a broad, inclusive understanding.

Through exploring complex ideas around suffering, life’s meaning, and ethical decision-making, students reflect on real-world issues and develop their ability to express and evaluate their own views. This process encourages them to be open-minded, resilient, and able to critically analyse and communicate their thoughts. In turn, they gain the confidence to articulate their beliefs and engage in constructive dialogue.

The Social Studies team at The Malling School is committed to delivering high-quality, engaging lessons that create a positive, supportive environment for students to learn. By promoting collaborative teamwork and intellectual exploration, we aim to empower students to think critically, engage respectfully, and make meaningful contributions to the world around them.

Silhouette of person with cogs

YEAR GROUPS

Year 7

Term	Topic	Outline
1	Christianity	Students will explore what it means to believe in Christianity by examining its origins, core beliefs, moral teachings and the influence of the Bible, before investigating why Jesus’ actions were considered revolutionary through his challenges to inequality, moral norms, and portrayals as a pacifist and social reformer.
2	Judaism and Islam	Students will learn about key beliefs, practices, symbols, places of worship, and denominations in Judaism and Islam, exploring how these faiths shape daily life, and reflect on the similarities between them and wider human values to consider whether religious beliefs are necessary for moral living.
3	Do we need events to bring people together?	Students will explore how religious and non-religious events; including those from Judaism, Islam, Christianity, Buddhism, Sikhism and Hinduism, mark key moments in life and faith, and reflect on whether such events are essential in bringing people together.
4	Buddhism and Sikhism	Students will explore the key beliefs and practices of Buddhism and Sikhism, including meditation, selflessness, service, and moral teachings, while reflecting on the similarities between them and universal human values, and considering whether these beliefs require religious faith to be meaningful or beneficial.
5	What does it mean to live in a multi-faith society?	Students will explore what it means to live in a diverse and multi-faith society by examining religious freedom, interfaith dialogue, and the experiences of Sikhs and Buddhists in the UK, while reflecting on the challenges and benefits of tolerance, diversity, and inclusion in modern Britain.
6	Should Religious Buildings Be Sold to Help the Poor? What can we learn from religious stories?	Students will examine the purpose, cost, and community role of religious buildings across different faiths, debating whether they should be sold to support those in need, while also exploring religious stories and their moral lessons, considering how these narratives remain relevant in today’s society.

Year 8

Term	Topic	Outline
1	Does Religion Help People to Be Good? / Is Death the End? Does It Matter?	Students will explore what it means to be good by examining religious and non-religious moral teachings, the impact of belief on behaviour, and whether religion promotes goodness or causes conflict, before investigating different views on death and the soul, both religious and non-religious and how these beliefs may influence how people live their lives.
2	Is Death the End? Does It Matter? / How Can People Express the Spiritual Through the Arts?	Students will explore religious and non-religious beliefs about death, the soul, and funeral rituals across cultures, before examining how both religious and non-religious people express spirituality through various forms of art, reflecting on what it means to live a spiritual life and how that can be portrayed creatively.
3	Does Living Biblically Mean Obeying the Whole Bible?	Students will explore Christian beliefs and practices by examining a range of biblical texts, considering how different Christians interpret and apply scripture in modern life, and reflecting on how the Bible continues to influence moral decision-making, identity, and diverse worldviews today.
4	Is the Earth sacred?	Students will investigate religious and non-religious beliefs about the natural world, exploring how different worldviews; including Christianity, Islam, Hinduism, and Humanism, understand the concept of stewardship, environmental responsibility, and the sacredness of the Earth, while reflecting on their own values and the impact of human actions on the planet.
5	Does it matter how we treat animals?	Students will explore religious and non-religious views on animal rights, including teachings from Christianity, Islam, Hinduism and Humanism, examining issues such as animal testing, farming, and vegetarianism, while reflecting on moral responsibility, compassion, and how beliefs influence attitudes toward other living beings.
6	Fundamental British Values	Students will explore the meaning and importance of democracy, the rule of law, individual liberty, mutual respect, and tolerance of different faiths and beliefs, considering how these values shape life in modern Britain, promote inclusion in a diverse society, and support peaceful coexistence and responsible citizenship.

Year 9

Term	Topic	Outline
1	Why Is There Suffering? Are There Any Good Solutions? / Should Happiness Be the Purpose of Life?	Students will explore the nature, causes, and possible solutions to suffering through religious, philosophical, psychological, and sociological perspectives; including Christian and Buddhist responses, Maslow’s Hierarchy of Needs, and theories of poverty, while also examining definitions and measurements of happiness, debating whether happiness should be life’s ultimate goal or if it is shaped by deeper social and moral factors.
2	Should Happiness Be the Purpose of Life? / Is Conflict Needed in Order to Achieve Peace?	Students will explore different religious and non-religious perspectives on the pursuit of happiness; drawing on Buddhism, Christianity, Humanism, Functionalism and theories of materialism, while evaluating whether all forms of happiness are equal and morally right, and will also investigate the nature of conflict and peace, considering whether conflict is ever necessary, how religion can both cause and resolve conflict, and how beliefs influence global and personal approaches to justice and reconciliation.
3	Is Conflict Needed in Order to Achieve Peace? / Do We Need to Prove God's Existence?	Students will examine whether conflict is ever necessary for peace by exploring religious and political causes of war; including persecution, territorial disputes, and extremism, while evaluating the role of religion in both conflict and peacebuilding, before engaging with philosophical and theological arguments for and against the existence of God, considering how belief, doubt, and evidence shape different worldviews in contemporary society.
4	Do We Need to Prove God’s Existence? / Science and Religion	Students will explore philosophical and theological arguments for and against the existence of God; such as the Design, First Cause, and Moral arguments, alongside scientific explanations for the universe and life, considering whether science and religion are in conflict or can coexist, and reflecting on how different worldviews interpret truth, belief, and evidence in answering life’s biggest questions.
5	Science and Religion / Why Do People Commit Crime?	Students will explore how science and religion offer different ways of understanding the world; examining whether they are in conflict or can coexist, while also investigating the reasons people commit crimes, the difference between crime and deviance, and how beliefs, values, and worldviews shape our understanding of right, wrong, and justice in society.
6	Why do People Commit Crime?	Students will explore the causes of criminal behaviour by examining scientific, psychological, and sociological theories; including biological influences, social structures, and learned behaviour, while considering how beliefs about right and wrong vary across cultures and worldviews and reflecting on how society responds to crime and justice.

Religious Education and the Right to Withdraw

Religious Education (RE) is taught in accordance with the locally agreed syllabus within our 'Social Science' curriculum. We aim to provide a broad and balanced view of different world religions and non-religious beliefs.
Parents and carers have the legal right to withdraw their child from all or part of RE. If you are considering this, please contact the Headteacher to discuss your concerns and any alternative arrangements that may be needed.