SIAMS Case Study Library
Bishop Rawstorne Church of England Academy Secondary 11-16, Single Academy Trust, Blackburn Diocese, 959 pupils on roll, URN 137296
Bishop Rawstorne Church of England Academy is a Christian community that delights in seeking wisdom and knowledge, building relationships and character based upon the Word of God, enabling us all to flourish bravely and faithfully. This deeply Christian vision is based on our foundational biblical verse from the book of James: “But the wisdom that comes from heaven is first of all pure; then peace loving, considerate, submissive, full of mercy and good fruit, impartial and sincere.” James 3:17
13 - 14 November 2025
Bishop Rawstorne Church of England Academy Secondary 11-16, Single Academy Trust, Blackburn Diocese, 959 pupils on roll, URN 137296
Bishop Rawstorne Church of England Academy is a Christian community that delights in seeking wisdom and knowledge, building relationships and character based upon the Word of God, enabling us all to flourish bravely and faithfully. This deeply Christian vision is based on our foundational biblical verse from the book of James: “But the wisdom that comes from heaven is first of all pure; then peace loving, considerate, submissive, full of mercy and good fruit, impartial and sincere.” James 3:17
13 - 14 November 2025
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The depth of thinking in religious education (RE) about life’s big questions, including enrichment opportunities. Students’ understanding of diverse religious and non-religious worldviews. The buzz of motivation, interest and engagement from students.
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Understanding is promoted through challenging students to ‘think like theologians, ponder like philosophers and assess like ethicists’. This stimulates rich opportunities to develop a great depth of perspective and mature critical thinking. Students, make impressive progress in their RE studies. Students enjoy their lessons and appreciate the safe space and intellectual challenge of thought-provoking debate and learning.
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This work emerged over 25 school terms (and is tweaked and adjusted day by day, year by year). •
Stage 1: Understanding context and purpose of RE. Experienced, expert leaders established a clear vision for RE, centred on religious literacy, critical thinking and relevance to students’ lives. They shaped the curriculum around questions such as: How do you know what you believe? What influences your views? Where do those influences come from, and should they be challenged?
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Stage 2: Developing a culture of continuous improvement. Subject leaders engage actively with national developments in RE through training, research and professional networks. This included work with the National Society for Education (NSE), National Association of Teachers of RE (NATRE), diocesan networks and Christian Leadership programmes, alongside collaboration and shared professional development with local schools.
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Stage 3: Aiming high and scaffolding down. Leaders developed a curriculum with high aspiration and challenge that reflected the needs of the school community. Narrative approaches helped students understand the bigger story of faith traditions, while units explored Christianity, Islam, Eastern traditions, philosophy, ethics, human rights and alternative worldviews. Learning was designed to challenge stereotypes, broaden horizons and connect with contemporary issues.
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Stage 4: Embedding high-quality enrichment opportunities. Leaders created opportunities for students to encounter religion and belief as lived realities rather than purely academic concepts. Year 7 students visited Blackburn Cathedral, a local mosque and a Jewish exhibition, while other year groups benefited from encounters with faith representatives, artists, university outreach and philosophy programmes.
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Stage 5: Developing a multi-disciplinary approach. Leaders embedded an approach that encouraged students to think like theologians, ponder like philosophers and assess like ethicists. This became a consistent feature of learning from Year 7 to Year 11, helping to develop religious literacy, deep understanding and mature critical thinking.
o o o
The depth of thinking in religious education (RE) about life’s big questions, including enrichment opportunities. Students’ understanding of diverse religious and non-religious worldviews. The buzz of motivation, interest and engagement from students.
o
Understanding is promoted through challenging students to ‘think like theologians, ponder like philosophers and assess like ethicists’. This stimulates rich opportunities to develop a great depth of perspective and mature critical thinking. Students, make impressive progress in their RE studies. Students enjoy their lessons and appreciate the safe space and intellectual challenge of thought-provoking debate and learning.
o o
This work emerged over 25 school terms (and is tweaked and adjusted day by day, year by year). •
Stage 1: Understanding context and purpose of RE. Experienced, expert leaders established a clear vision for RE, centred on religious literacy, critical thinking and relevance to students’ lives. They shaped the curriculum around questions such as: How do you know what you believe? What influences your views? Where do those influences come from, and should they be challenged?
•
Stage 2: Developing a culture of continuous improvement. Subject leaders engage actively with national developments in RE through training, research and professional networks. This included work with the National Society for Education (NSE), National Association of Teachers of RE (NATRE), diocesan networks and Christian Leadership programmes, alongside collaboration and shared professional development with local schools.
•
Stage 3: Aiming high and scaffolding down. Leaders developed a curriculum with high aspiration and challenge that reflected the needs of the school community. Narrative approaches helped students understand the bigger story of faith traditions, while units explored Christianity, Islam, Eastern traditions, philosophy, ethics, human rights and alternative worldviews. Learning was designed to challenge stereotypes, broaden horizons and connect with contemporary issues.
•
Stage 4: Embedding high-quality enrichment opportunities. Leaders created opportunities for students to encounter religion and belief as lived realities rather than purely academic concepts. Year 7 students visited Blackburn Cathedral, a local mosque and a Jewish exhibition, while other year groups benefited from encounters with faith representatives, artists, university outreach and philosophy programmes.
•
Stage 5: Developing a multi-disciplinary approach. Leaders embedded an approach that encouraged students to think like theologians, ponder like philosophers and assess like ethicists. This became a consistent feature of learning from Year 7 to Year 11, helping to develop religious literacy, deep understanding and mature critical thinking.
•
Religious Education at Bishop Rawstorne enables our students to think like theologians. We encourage all pupils to engage deeply with the study of religion, beliefs, and faith, developing a thoughtful and enquiring approach to the subject.
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Our curriculum is built around three disciplinary lenses: Think like a theologian, Ponder like a philosopher, and Assess like an ethicist. Through these approaches, pupils explore religious beliefs and teachings, reflect on life's fundamental questions, and evaluate ethical issues using reasoned arguments and evidence.
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Our vision is for every pupil to become a confident theologian, philosopher, and ethicist, equipped with the skills to explain, evaluate, think critically, and make informed judgements. Alongside these academic skills, students develop tolerance, awareness, empathy, and respect for the beliefs and values of others. Through our curriculum, we aim to foster religious literacy and contribute to the development of a more informed, respectful, and tolerant society by challenging stereotypes and equipping pupils to become thoughtful, open-minded, and critical thinkers.
•
Religious Education at Bishop Rawstorne enables our students to think like theologians. We encourage all pupils to engage deeply with the study of religion, beliefs, and faith, developing a thoughtful and enquiring approach to the subject.
•
Our curriculum is built around three disciplinary lenses: Think like a theologian, Ponder like a philosopher, and Assess like an ethicist. Through these approaches, pupils explore religious beliefs and teachings, reflect on life's fundamental questions, and evaluate ethical issues using reasoned arguments and evidence.
•
Our vision is for every pupil to become a confident theologian, philosopher, and ethicist, equipped with the skills to explain, evaluate, think critically, and make informed judgements. Alongside these academic skills, students develop tolerance, awareness, empathy, and respect for the beliefs and values of others. Through our curriculum, we aim to foster religious literacy and contribute to the development of a more informed, respectful, and tolerant society by challenging stereotypes and equipping pupils to become thoughtful, open-minded, and critical thinkers.