Religious Education

Here in RE we think it stands for 'really exciting' as religious education reaches all subjects, with students enjoying the creative and explorative nature of the subject and building reflection and analysis skills as they investigate different cultures and traditions.

Studying RE is a meaningful way of creating a successful and wholly integrated society. The more people know about the faiths currently thriving in Britain, the more likely we will be to understand and embrace our multi-cultural society.

Studying religion and belief is a part of a complete education because of the influence of religions and beliefs on individuals, culture, behaviour and on life. By investigating different religions and beliefs, we can offer answers to life’s deepest questions and because young people are often seeking answers to those questions, this can help them they grow in independence and work out how life can be lived.

The purpose of studying RE is therefore to inspire students to develop an eagerness in learning about faiths and cultures that are foreign to them and accept that there are many paths in life and there are vast differences in beliefs, practices, morals and ethics within society.

RE makes me rethink what I thought I knew about different cultures.

Year 9 student

Curriculum information:

Years 7 and 8
Learning outcomes	Learning Following an introductory unit to religious education (RE), students study the links between religion and learning, with a particular focus on science and learning through investigation of Islam in the 9^th Century. Sacred writings, revelation, devotion and ‘finding meaning’ are covered in the 'Words and Meaning: Bible and Qur’an' module. Truth and religion is an additional unit which explores philosophical questions on belief and truth. We will also cover units on exploitation and risky behaviours in our 'sex and relationships' topic. Assessment outcomes At the end of every lesson, pupils self-assess to identify what new learning has taken place for them during the lesson. At the end of the unit, pupils complete an assessment to demonstrate they understand the significance of the topic studied. Students are assessed on their knowledge and understanding of religion, critical thinking skills and on evidence of personal reflection.
Topics taught	An introduction to RE Can Religion be true? World poverty Religion and learning Words and meaning: Bible and Qur’an Meaning and purpose Sex and relationships (SRE)
Year 7 topics covered	Jesus: Within this unit we will be looking at Christian beliefs and teachings in relation to Jesus. We will explore written and artistic interpretations of Jesus and evaluate the importance of Jesus and his teachings to non Christians. Can religion be true: An exploration into truth and belief that will encourage critically thinking and philosophical debate. What is the difference between knowing and believing? Do you have to know something to believe in it? Does truth require evidence? Religion and Science: By delving into the 'Islamic Golden ages' we will be able to examine the scientific discoveries made by Muslim men and women that left a legacy for us today and how they were able to bring science and religion together. Words and Meaning: In this literary theme, we will look into various religious texts, poems and stories. From holy scriptures to popular allegories and contemporary poetry.
Year 8 topic covered	Judaism: This topic will help student to develop an awareness about the basic beliefs and practices of Judaism. The journey will take us from the covenants made between G-d and Abraham to contemporary worship and celebrations. Poverty: We will be exploring the ideas of stewardship and our responsibilities as global citizens. We will research the different types of poverty and their possible causes, the idea of human rights and social justice and religious attitudes to helping people in poverty. Conflict: This theme considers the religious concepts relating to violence, terrorism and war. We will be looking at and questioning key concepts of peace, forgiveness and reconciliation, and the religious beliefs and teachings about these. Sanctity of Life: During this unit we will look at the idea that all life is special. We will debate the ideas of quality of life, abortion and euthanasia and explore religious attitudes to these sensitive topics.

Key Stage 4

Key Questions:

How has the UK been shaped by Christianity and other religions?
What do Christians and Muslims believe about Animal rights?
What are the Christian and Islamic views on Abortion?
How do Christian and Muslims view assisted dying and Euthanasia?
What is the importance of Social Justice for Christians and Muslims?
What impact does International Aid have on people around the world?
Why is international aid important to Christians and Muslims?

Brief outline:

In this subject, learners have the opportunity to study key concepts within their two chosen religions in order to develop knowledge and understanding of the basis of the religions’ beliefs, teachings and practices. As part of the study, learners will recognise and consider the existence and importance of common and divergent views within their chosen religions’ traditions, in the way beliefs, teachings and practices are understood and expressed. They will acquire knowledge and understanding of sources of authority and wisdom that underpin and connect teachings, beliefs and practices and be able to refer to them in responses. Learners will explore how their chosen religions influence individuals, communities and societies. Learners will also have the opportunity to develop their ability to explain, analyse and evaluate topics, in order to offer reasoned and supported arguments in discussions about key issues within your chosen religions.

Expectations:

Learners should be able to:

demonstrate knowledge and understanding of the area of study and its importance for their chosen religions’ belief, teaching and practice
analyse, evaluate and discuss the issues raised by the area of study and their importance for individuals, communities and societies in your chosen religions
include any relevant sources of wisdom and authority, including scripture and/or sacred texts where appropriate
consider significant common and divergent views within your chosen religions.

Objectives:

To critically examine the impact of Religion on the UK
To critically examine Christian beliefs about Animal Rights
To critically examine Christian beliefs about Abortion
To critically examine Christian and Islamic beliefs on Euthanasia and Assisted dying
To critically examine Christian and Islamic beliefs on Social Justice
To critically examine Christian and Islamic perspectives on international aid and poverty

Key Vocabulary:

The Church of England, Parliament, morals, laws, Inter Faith Dialogue
Dominionship, Stewardship, the Soul, creation story
Abortion, Adoption, pro-life, pro-choice, a woman’s right to choose.
Predestination, Sanctity of life, Love thy neighbour, Your body is a temple, Palliative care
Amnesty International, The woman at the well.
Khums, Alms, Zakat, Charity, International aid, Sermon on the mount, the parable of the rich man and Lazarus, the parable of the good Samaritan

I like RE because it is fun and informative at the same time... I’ve realised that the dark ages were not so dark after all!

Year 7 student