Why do we learn Religious Education?
The RE curriculum at Elvin give pupils the knowledge and the skills to interact peacefully in a pluralist society where there are often conflicting views. The presence of informed debate allows the opportunity to teach pupils how to manage such disputes constructively and calmly while maintaining the integrity of their own beliefs. RE provides a framework where pupils are encouraged to critically explore ideas and reflect upon their own personal beliefs through an academic structure. In providing a systematic framework, pupils at Elvin are encouraged to think deeply about their own beliefs and the beliefs of others. This requires them to engage with religious concepts and to make judgements about the purpose, impact, and validity or religious teachings. This allows misconceptions to be identified and challenged while also allowing pupils a deeper and justified engagement with their own beliefs.
Head of Department
Mr Robert McDonough
Our approach
The KS3 curriculum is structured in such a way to provide a foundation of knowledge in each of the six major world religions and for pupils to understand the positions of non-belief. Beginning with an introduction to Abrahamic religions and what is understood by the term ‘God’, the KS3 curriculum gives a broad introduction to key concepts contained within each of the major world religions. Further broadening their understanding of the range of religious traditions and nuance within respective traditions. It also develops pupils’ Biblical literacy and knowledge of key scripture, which has had a profound influence with religious traditions and upon British society. The KS3 curriculum ends with looking at challenges to religious belief and two ethical units designed to ensure pupils are able to critically engage with and actively question decisions made by the society of which they are a part.
At KS4, the areas of study focus primarily upon Christian and Islamic beliefs, practice and ethics. Many of our pupils are able to draw on their own experiences of faith providing the opportunity for a deeper theological investigation into the teachings and practices of their faith. Pupils will consider divergent approaches to religion and and how this is reflected in religious practice. Pupils have many opportunities to develop skills of argument and debate with content that often polarises opinion. Pupils are required to articulate arguments that are opposed to their own views while retaining the integrity of both the view that they are presenting and their own views.
Year 7
| Autumn 1 | Autumn 2 |
|---|---|
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Monotheism: what are the key teachings and practices of the Abrahamic traditions? To understand monotheism as the core idea of major religious belief in the world today and the impact it has had on shaping religious practice |
Monotheism: what are the key teachings and practices of the Abrahamic traditions? To understand how the Abrahamic faiths show devotion to god and how their faith is celebrated |
| Spring 1 | Spring 2 |
|---|---|
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Hinduism: what does monotheistic worship look like with many gods? To understand the central core teachings of Hinduism relating to belief in Brahman and the deities, Hindu beliefs about the nature of the atman, karma and reincarnation. |
Sikhism: how does Sikh religious belief affect how they live their lives? To understand the central teachings of Sikhism relating to worship, service, and equality and how this is reflected in Sikh practice. |
| Summer 1 | Summer 2 |
|---|---|
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Buddhism: what does religion look like without the need for God? To understand what Buddhism teaches bout the nature of the universe and human existence. To understand how Buddhist understandings of the world affect their teachings on morality. |
Buddhism: what does religion look like without the need for God? To understand how buddist can show devotion in a religion without god and to make judgements about what makes something a religion with reference to Buddhism. |
Year 8
| Autumn 1 | Autumn 2 |
|---|---|
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Biblical literacy: what is revelation from God? How should these teachings be understood/interpreted? To know many of the most significant teachings contained within the Torah. Pupils will be able to interpret each of the texts studied using a variety of approaches. |
The covenanted people: what is it to have and maintain a covenant with God? To understand the Jewish claim to be the chosen people. To be able to explain how this self-understanding shapes Jewish practice. |
| Spring 1 | Spring 2 |
|---|---|
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The covenanted people: what is it to have and maintain a covenant with God? To understand the theological problems caused by the Shoah. To make judgments relating to the success of Jewish theodicies relating to the Shoah. |
Biblical literacy: what is revelation from God? How should these teachings be understood/interpreted? To know the most significant teachings related to the life and teacings of Jesus within the New Testament. Pupils will be able to interpret each of the texts studied using a variety of approaches. |
| Summer 1 | Summer 2 |
|---|---|
|
Christianity: the person and nature of Jesus. To understand key Christian claims about the person and nature of Jesus and how this impacts Christian belief. |
Islam: the role and importance of the Prophet Muhammad. To understand key teachings of the Prophet Muhammad and toexplain how these have shaped Islam today. |
Year 9
| Autumn 1 | Autumn 2 |
|---|---|
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Does it make sense to believe in God? How have philosophers tried to argue for the existence of God and arguements against the existence of God. Pupils have the opportunity to evaluate such arguments and to draw their own conclusions on if it is rational to beleive in God. |
Does it make sense to believe in God? How have philosophers tried to argue for the existence of God and arguements against the existence of God. Pupils have the opportunity to evaluate such arguments and to draw their own conclusions on if it is rational to beleive in God. |
| Spring 1 | Spring 2 |
|---|---|
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The value of human life: what is it to be human? How are human being different to other animals and should we be treated differently? |
The value of human life: How should we treat other humans? |
| Summer 1 | Summer 2 |
|---|---|
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Behaving well: what makes something good? To understand a range of approaches to moral decision making including the difference between consequentialist and absolutist ethical systems with specific reference to Utiliatarianism, Situation Ethics, and religious ethical systems. |
Behaving well: what makes something good? To apply ethical approaches to issues faced in the modern world. |
Year 10
| Autumn 1 | Autumn 2 |
|---|---|
|
Christian Beliefs: what is the Christian understanding of the nature and the role of God? Muslim Beliefs: what is the Islamic understanding of the nature and role of God? |
Christian Beliefs: what is the Christian understanding of the nature and the role of God? Muslim Beliefs: what is the Islamic understanding of the nature and role of God? |
| Spring 1 | Spring 2 |
|---|---|
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Living the Christian life: what are the essential acts of Christian life and how do they worship God? Living the Muslim life: what are the essential acts of Islamic life and how do they worship God? |
Living the Christian life: what are the essential acts of Christian life and how do they worship God? Living the Muslim life: what are the essential acts of Islamic life and how do they worship God? |
| Summer 1 | Summer 2 |
|---|---|
|
Peace and Conflict: Christian and non-religious approaches to the ethics of war and the importance of peace making in the world. Marriage and the Family: Islamic and non-religious teachings on the role and importance of the family and ethical issues associated with the modern family. |
Peace and Conflict: Christian and non-religious approaches to the ethics of war and the importance of peace making in the world. Marriage and the Family: Islamic and non-religious teachings on the role and importance of the family and ethical issues associated with the modern family. |
Year 10 RE Students thinking deeply about Christianity
After completing their first unit of study on Islam, our year 10 cohort is now starting their work on understanding Christianity.
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
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Crime and Punishment: Christian and non-religious understanding to the cause of crime and the aims and ethics of punishment. Matters of Life and Death: Islamic and non-religious approaches to issues of the value of human life including abortion and euthanasia. |
Crime and Punishment: Christian and non-religious understanding to the cause of crime and the aims and ethics of punishment. Matters of Life and Death: Islamic and non-religious approaches to issues of the value of human life including abortion and euthanasia. |
| Spring 1 | Spring 2 |
|---|---|
| Revision: teacher guided revision of key themes and content from across the specification. | Revision: teacher guided revision of key themes and content from across the specification. |
| Summer 1 | Summer 2 |
|---|---|
| Revision: teacher guided revision of key themes and content from across the specification. | Revision: teacher guided revision of key themes and content from across the specification. |