Mr. Dai Prendiville | History/RE/PHSE
Religious Education aims to enable students to develop the thinking skills and knowledge involved in the study of world religions, philosophical systems, ethical systems and cross curricular learning skills. The Religious Studies aspect aims to give students opportunities to investigate major religion’s beliefs and practices in a phenomenological way as living belief systems, to enable understanding, appreciation and evaluation of the philosophical ideas, people and ethical issues that arise within them.
Key Stage 3
Y7 study the three Abrahamic religions in historical order, Judaism, Christianity and Islam. They will study the beliefs, practices and ethics of these religions, following the Agreed Syllabus pattern of Beliefs, Belonging and Behaving. They will also be introduced to the historical, geographical and philosophical connections between the three religions.
This is to ensure a wider and deeper context is taught rather than just the separate beliefs and practices of each religion.
Y8 study the three Dharmic religions in historical order of, Hinduism, Buddhism and Sikhism. Again, there will be the opportunity to teach the deeper context of the historical, geographical and philosophical connections between these religions. It will also include a look at the differences between the Abrahamic and Dharmic beliefs systems.
The six religions were chosen as they represent the major religions of our world and also the major religious communities of our national and local situations. Christianity is the predominant religion of the national culture and the demographic of the school includes students with Hindu, Islamic and Sikh backgrounds. As stated above students follow a “Phenomenological” learning pedagogy, which reveals religion as a dynamic, living system practiced by people as a way of life. Students are expected to be able to know, understand, appreciate, apply, analyse and evaluate beliefs and practices from the religions studied.
Y9 study a number of ethical and philosophical themes, such as Medical Ethics and Arguments for God’s Existence. These Themes are chosen to reflect what are the most relevant investigations for young people to engage with and to allow some introduction to the GCSE course. Students will be expected to develop knowledge, understanding and appreciation of a variety of beliefs and practices from religions and contemporary societies, including non-religious views. They also need to be able to apply beliefs to questions and issues, analyse beliefs and practices and evaluate these beliefs and practices in extended written pieces that are measured for their literacy ability too.