BigQuestionsin Classrooms
Knowledge,Meaningand Method:Scientificand ReligiousWaysofKnowing
Leadteacher
Charlotte Martin (Idsall School)
Tellingthe storyofour project
The primary aim of this project was to interweave the science curriculum with the Religious Education curriculum with the aim of improving student progress and engagement One of the key challenges was the lack of specialist staff across the curriculum, a nationally recognised issue To address this, the project aligned specific topics so that scientific knowledge introduced in science lessons could be revisited in RE, providing a foundation for exploring ethical, philosophical, and moral questions from a range of perspectives.
As project lead, I focused on Year 9 students, who were beginning to consider their GCSE options, allowing for the measurement of immediate impact I liaised with a Physics specialist and Ogden Trust member to identify areas of overlap and opportunities to stimulate curiosity, particularly through the celebration of minority group scientists. For example, space science was paired with a study of the Hidden Figures, examining both technological advances and the ethical implications of space exploration in a world where many lack access to necessities Katherine Johnson, Dorothy Vaughan, Mary Jackson, and Christine Darden were Black women whose work at NASA was largely ignored for decades despite their pivotal role in the success of early space missions; their stories provided a powerful starting point for exploring both scientific achievement and the ethical and societal contexts in which it occurred.
I focused solely on Year 9 classes that I taught in RE, as this was logistically feasible and allowed the curriculum to be adapted to align with their science lessons I am particularly proud that the number of students studying RE increased from 19 in the current Year 11 cohort (2026) to 50 in the current Year 10 cohort (2027), representing an increase of approximately 163%. Although the numbers are still relatively small, this provides a solid foundation for the future development and expansion of the project.
“IamparticularlyproudthatthenumberofstudentsstudyingRE increasedfrom19inthecurrentYear11cohort(2026)to50inthecurrent Year10cohort(2027),representinganincreaseofapproximately163%.”
Thinkingaboutconnecting waysofknowinginREand Science
To develop students’ ways of knowing in both Religious Education and Science, we have engaged in a coordinated approach to curriculum design and teaching. Through collaborative planning, teachers identified common themes and opportunities for alignment between the subjects, enabling students to explore both disciplinary methodologies and substantive content in a complementary manner
In RE, students are encouraged to engage with moral, philosophical, and ethical questioning, developing skills in critical evaluation, interpretation of sources, and reasoned argument. In science, students are guided to apply empirical methods, analyse evidence, and construct scientific explanations. By explicitly highlighting the different approaches to knowledge in each discipline, students could compare and contrast scientific and religious ways of understanding the world, enhancing their disciplinary knowledge in both subjects.
Substantive knowledge was also scaffolded through this interdisciplinary approach For example, the teaching of the origins of the universe was aligned so that students acquire the necessary scientific background, such as the Big Bang theory and Evolution, before engaging with the associated religious perspectives, including debates around literalism and non-literalism
Additionally, topics such as stem cell research, artificial intelligence, transhumanism, and space exploration, which were not originally part of the RE curriculum, were incorporated to support the project These additions provide a deeper understanding of the moral and philosophical dimensions underpinning scientific developments This ensured that students develop both a secure knowledge of key facts and concepts and the capacity to apply this knowledge thoughtfully to complex, real-world questions.
“Studentscouldcompareand contrastscientificandreligious waysofunderstandingthe world,enhancingtheir disciplinaryknowledgeinboth subjects.”
Thinkingaboutthe EEFImplementation Considerations
Progress was regularly shared with the wider Senior Leadership Team at Idsall School, as well as with a Multi-Academy Trust Director who had a vested interest in the initiative, ensuring strong senior leadership support. By leading the project as a Senior Assistant Principal, I was able to allocate sufficient time and capacity to plan additional curriculum resources and had the authority to make adaptations to the Year 9 curriculum to align with the project’s objectives
The impact of the project was evaluated by the Headteacher and MAT Director, notably through the increased uptake of Religious Education at GCSE within the 2027 cohort Sustainability has been ensured by mapping the curricular alignments across upper Key Stage 3 into Key Stage 4, and by creating resources specifically for Year 9 that support a knowledge-rich curriculum designed to enhance student progress
Furthermore, the project fully reflected both the Trust’s values and the School Improvement Plan, including a focus on promoting subject-specific reading and reading for pleasure, enhancing progress in science, developing students’ analytical skills, and raising the profile of minority groups where appropriate In this way, the project exemplified effective planning, leadership, monitoring, and alignment with wider school priorities, fulfilling all core principles outlined by the EEF for successful implementation
Deeperdialogues
I collaborated with a Physics lead from another school, who also serves as a lead for the Ogden Trust within their MultiAcademy Trust. A particularly memorable discussion focused on the balance between excitement for scientific and technological advances and concern about the potential directions such advances could take society. For example, we considered the involvement of Elon Musk in the Artemis Space Programme, reflecting on how the values and actions of those funding or controlling scientific initiatives can influence their broader impact The conversation highlighted that such advances are often shaped by individuals or organisations whose ethical responsibility may not align with the standards we, as educators, hope to model.
We also discussed the limitations within the existing Science curriculum, noting that there is not always sufficient time to explore the ethical implications of scientific developments Aligning the Science and Religious Education curricula provides a structured opportunity for students to engage with these ethical considerations, enabling them to reflect critically and make informed decisions about the world around them. This collaboration emphasised the importance of integrating moral and philosophical perspectives into scientific study to develop well-rounded, thoughtful learners
Sustainingthisworkinthe future
My hope now is for the project to be extended across all Year 9 classes, with the aim of increasing engagement and progression into GCSE Religious Education and ultimately supporting the development and growth of A-Level Philosophy and Ethics There is also significant value in maintaining the aligned approach at Key Stage 4, as this allows students to revisit and consolidate scientific knowledge while critically examining it from ethical and philosophical perspectives within RE
For Year 9, the curriculum could be adapted to emphasise ethical inquiry, leading to the sequencing of the Science curriculum to ensure that students have the necessary disciplinary knowledge to engage meaningfully with moral and philosophical questions. At Key Stage 4, RE lessons could be aligned with any crossover topics in science, ensuring that scientific concepts are taught in advance so that students are well-equipped to explore different viewpoints and perspectives This structured approach would not only enhance knowledge retention but also promote critical thinking, enabling students to make informed evaluations of complex ethical issues at the intersection of science and religion
Ultimately, sharing this project with other schools across the Marches Academy Trust is the long-term goal.
Resourcesandoutcomes
Ablogfromtheprojectleader,CharlotteMartin
There exists a distinct and valuable connection between Religious Education and Science, with Religious Education pondering the "why" and Science exploring the "how" behind our awe-inspiring world. This project holds significant importance within our Trust as it reflects and upholds the core values that define our organisation achievement through care and placing people at the heart of all we do
The objective of this project is to ensure that the 'big' questions of life, sparked by children's natural curiosity, are given central importance within our curricula. This initiative will begin with, and be exemplified by, the subjects of Religious Education and Science Through collaboration, we aim to develop curricula and questioning within these disciplines that enable students to cultivate and strengthen our fundamental values: excellence, integrity, empathy, creativity, and equality
Data from the Department for Education indicates that students who study Religious Education at GCSE consistently perform at a higher level than those who do not For the academic year 2022/23, the Attainment 8 score for students who took Religious Education was 54 4, compared to 49 1 for those who did not This disparity is even more pronounced among disadvantaged pupils, with those studying Religious Education achieving an Attainment 8 score of 42 8, in contrast to 33 8 for their peers who did not take the subject
The underlying reason for this, I believe, lies in the critical thinking skills developed by students through their study of Religious Education These pupils are encouraged to analyse different perspectives, form reasoned conclusions, and engage with complex worldviews, all while critically evaluating and refining their own viewpoints Religious Education, therefore, extends far beyond the confines of an examination syllabus, offering students the opportunity to explore, question, and reflect on the world around them in a profound way
To establish meaningful connections between the subjects of Religious Education and Science, we have engaged in a collaborative assessment of each other’s curricula Through this process, we have identified common themes, recognised opportunities for alignment and mutual reinforcement, and highlighted areas where it would be beneficial for our departments to share resources. This collaboration ensures that students not only gain a solid understanding of the topics at hand but are also afforded the opportunity to explore the 'big' questions. It is essential that teachers are equipped with the knowledge of which open-ended questions to pose and how to facilitate thoughtful discussion.
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One notable example of this collaboration pertains to the teaching of the origins of the universe. In GCSE Religious Education, topics such as the Big Bang theory and Evolution were covered before students had studied these subjects in depth within their science curriculum As a result, students lacked the necessary background knowledge to fully evaluate the various viewpoints regarding the origins of the world, such as the debate between literalism and non-literalism Similarly, Science staff had not previously considered how to incorporate religious perspectives into their lessons. Additionally, Science identified that topics like stem cell research had not been adequately explored from an ethical standpoint within the curriculum, a gap that Religious Education can help address
Our goal is to ensure that the Religious Education and Science curricula are developed in a way that is mutually supportive, with a central focus on encouraging students to engage in moral and philosophical questioning
Beyond the confines of our existing curricula, we are also exploring ways to enhance students' ability to critically question emerging technologies To this end, we are developing resources on the ethical considerations surrounding the following topics
- Artificial Intelligence: What implications does AI have for the concept of God? Will AI replace human roles? What ethical concerns arise from AI's inability to experience empathy?
- Transhumanism: What are the ethical implications of enhancing human capabilities through technology? How does this affect the intrinsic value and dignity of human life?
- Space Exploration: Do we have the right to alter the natural development of life on other planets? Are the financial costs of space exploration justifiable when so many people face poverty? Should we focus on solving Earth’s problems, such as climate change, before venturing into space?
Through this collaborative approach, we aim to equip students with the critical thinking skills necessary to navigate both the moral and technological challenges of the modern world.
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