Why do we learn Religious Education?
“World events in the 21st century draw attention to the continuing power and significance of religious belief and other beliefs and philosophies in shaping human minds and communities. An understanding of different faiths and beliefs has never seemed more relevant."
Chris Ward, Director of Education
Religious Education is the experience and expression of faith. The study of religion is fundamentally about exploring the meaning of life’s big questions, such as assessing rational arguments for the existence of God. The study of religion is ultimately about exploring the vast and diverse range of religious and non-religious ideas and traditions which have played, and continue to play a significant part in shaping the world. Religious Education by definition is an explorative narrative of learning from the history of philosophical and religious thought, to seeing the study of religion as an evolving narrative of the belief of God or Gods to modern strands of thought of worldviews.
According to Ninian Smart, religion can be defined using 7 dimensions: narrative, doctrinal, ethical, institutional, material, ritual and experiential (Smart, 1999). The narrative dimension refers to the foundational stories of a religion, passed down through history either orally or written. These stories often concern the religion’s founder. The doctrinal dimension is related to the narrative dimension as it refers to the philosophical nature of the religion, such as the nature of God. Next, the ethical dimension refers to the rules or laws of a religion. The social or institutional dimension concerns the organisation and gathering of a religious community, for example in a church, mosque, or temple. The material dimension refers to specific places and artifacts that are of particular importance to a religion. The ritual dimension concerns the specific practices in which religions express themselves, such as prayer and meditation. Finally, the experiential dimension refers to the strong emotional experience connected to the rituals that provide them with meaning. These dimensions capture the broad and encompassing nature of religion.
Our approach
The principal aim of Religious Education at Ark Blake Academy is to enable students to learn about religion as well as learn from it so they can better understand the world around them. The aim is to allow students to reflect and express their own beliefs, whether it be religious or non-religious, as well as contributing to the promotion of British Values. The aim of the RE curriculum at Ark Blake is to ignite passion, unleash exploration and develop curiosity along with a love of learning. This is to allow students to become well rounded theological scholars, rich in powerful knowledge and ready to be moral citizens in our diverse society as well as being able to seize their greatness. Issues of religion and belief frequently top the news agenda and Religious Education helps make sense of them. 86% of the population of the world are religious. Studying religion increases cultural awareness. Religion and culture are two topics that are intertwined. Around the globe, human history has been impacted by religious ideas, religious institutions, religious art, religious laws, and religious commitments. Being able to understand key concepts in the major religions of the world develops the students at Ark Blake as more broadly educated citizens, whatever their career path.
Year 7
Year 7 RE journey begins with a foundational understanding of the Abrahamic religions and their sacred texts. They will also learn on their journey the natures of God as well as belief in humanism. Year 7 will also explore the identity and importance of Jesus. The Year 7 journey will also take them to the very beginning of civilisation of looking at different creation stories. The RE journey will also allow them to explore the beliefs & practices of the very first Monotheistic religion, until finally ending with how religion impacts the views on social justice in society.
| Autumn 1 | Autumn 2 |
|---|---|
| Abrahamic Religions | Belief in God & Humanism |
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How is Monotheism expressed in the Abrahamic sacred texts & are they still relevant? Knowledge Content: Understanding the concept of Monotheism and how it is expressed in the three Abrahamic texts. |
Who is God & What do you believe if you don’t believe in God? Knowledge Content: Understanding the concepts of God in the 5 world religions and people who are humanist where they get their morality from. |
| Spring 1 | Spring 2 |
|---|---|
| Creation stories | Jesus Son of God |
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How did God/Gods create the world? Knowledge Content: To develop an awareness and critical understanding of the different types of creation stories. Looking at similarities and differences. |
Who was Jesus & why did he come to earth? Knowledge Content: To have an understanding of the identity of Jesus Christ as well as his significance in relation to the doctrine of the Trinity. |
| Summer 1 | Summer 2 |
|---|---|
| Jewish belief & Practice | Social Justice |
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How do Jews practice their faith? Knowledge Content: To develop an understanding of the basic beliefs & practices of Judaism and how it impacts society today. |
What rights do we as humans have? Knowledge Content: To have an understanding of the issues of prejudice & discrimination, racism and human rights. To understand the Christian & Muslim views on these modern issues today. |
Year 8
Year 8 RE journey builds on from Year 7 by beginning with an in depth study of the two Abrahamic Monotheistic faiths of Christianity & Islam. The journey then continues into learning about the Prophets of the Old Testament and modern day Prophets as well as the importance of Jesus’ teachings. The RE journey then moves on to the discovery of the beliefs of Eastern religions and then ending with an understanding of how religion shapes our world.
| Autumn 1 | Autumn 2 |
|---|---|
| Christian beliefs | Islam beliefs |
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What do Christians believe? Knowledge Content: To have an understanding of the beliefs of Christianity and the impact it has on the world. |
What do Muslims believe? Knowledge Content: To have an understanding of the beliefs of Islam and the impact it has on the world. |
| Spring 1 | Spring 2 |
|---|---|
| The Prophets | Jesus’ teachings |
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How did God communicate his messages to mankind? Knowledge Content: Understanding of how God communicated his messages and importance of the concept of prophethood. |
What was the significance of Jesus’ teachings? Knowledge Content: Having an in depth understanding about the importance of Jesus’ teachings and how it impacts the lives of believers. |
| Summer 1 | Summer 2 |
|---|---|
| Brief introduction to Eastern religions | Our World |
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What is the significance of India regarding religion? Knowledge Content: To have an understanding of the basic beliefs and teachings of the three Indian faiths as well as looking at similarities and differences. |
How does religion affect our world? Knowledge Content: Students will have an understanding of the world and the environment they live in. They will also have a critical understanding of the problem of evil. |
Year 9
Year 9 RE journey begins with a curiosity lens of the exploration of alternative world religions. The journey then moves on to build from Year 8 Eastern religions to now looking at beliefs & issues in depth of the Eastern religions. The RE journey moves onto a critical debate if whether there is a link between science & religion and finally ending the KS3 journey questioning the existence of God and his ways of morality.
| Autumn 1 | Autumn 2 |
|---|---|
| Alternative world religions | Hinduism: beliefs & issues |
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How has religion evolved over time? Knowledge Content: Having an understanding of the beliefs & practices of different religions other than the 6 world religions and how religion has evolved over time. |
How do Hindu beliefs impact society? Knowledge Content: Student will continue to explore the Hindus beliefs system and know why many people such as Ghandi fought again some of their beliefs, example the Caste system. They will look at how this religion has influenced beliefs in another religions. |
| Spring 1 | Spring 2 |
|---|---|
| Buddhism: beliefs & issues | Sikhism: beliefs & issues |
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How do Buddhist beliefs impact society? Knowledge Content: Students will understand Buddhist (Dharma) teachings and the problem of suffering: the Four Noble Truths: To know that Buddhist believe that the origin of suffering is craving Tanha) and if craving ceases, suffering ceases (Nirodha). |
How do Sikh beliefs impact society? Knowledge Content: Students will understand how the Sikh view of God differ from other religions and if so and the contribution each Guru make to the Sikh religion. |
| Summer 1 | Summer 2 |
|---|---|
| Science & religion | Philosophical & ethical issues |
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Is there a relationship or divide with Science & religion? Knowledge Content: Religions views on the creation of the universe, the existence of God and note that the stories of creation also varies within religion. |
Is it reasonable to believe God exists & should we follow his ethics? Knowledge Content: This unit of work is aimed at introducing students to the medical ethics debate, through the examination of some key issues stemming from medical advances as well as Philosophical arguments for the existence of God. |
Year 10
The GCSE journey builds upon the KS3 knowledge content and skills needed for success in KS4. The journey begins with exploring the Christian & Muslim views on relationships. The journey then delves into issues of life and death which will explore controversial issues such as abortion, euthanasia and different interpretations of creation. The journey then moves onto learning about what is considered to be good and the origin of evil. The RE journey finally culminates with the study of issues of human rights and the fight for social justice. Summer 2 is a review of all four themes in preparation for the final examination to be taken at the end of Year 11.
| Autumn 1 | Autumn 2 |
|---|---|
| Issues of Relationships | Issues of Relationships |
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What are the Christian & Muslim views on relationships today? Knowledge Content: This theme requires learners to consider characteristics of relationships, marriage and family life. Through a study of beliefs and teachings, questions relating to issues of relationships in the twenty-first century will be considered, including same sex relationships and gender roles. |
What are the Christian & Muslim views on relationships today? Knowledge Content: This theme requires learners to consider characteristics of relationships, marriage and family life. Through a study of beliefs and teachings, questions relating to issues of relationships in the twenty-first century will be considered, including same sex relationships and gender roles. |
| Spring 1 | Spring 2 |
|---|---|
| Issues of Life and Death | Issues of Good and Evil |
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How should religious believers treat the world, their lives and the lives of others? Knowledge Content: This theme requires learners to consider religious and nonreligious beliefs about the nature of life and death and the origins and value of the universe and human life. |
What are the Christian & Muslim views regarding morality? Knowledge Content: This theme requires learners to consider philosophical questions concerning the origins and nature of good and evil. Through a study of teachings and beliefs, questions relating to the causes of crime and attitudes towards the aims of punishment and treatment of criminals will be considered. |
| Summer 1 | Summer 2 |
|---|---|
| Issues of Human Rights | Revision of all 4 themes |
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How do religious believers support human rights? Knowledge Content: This theme considers contemporary issues of human rights and social justice and their relationship with religion and belief. Learners will be expected to consider specific issues of wealth and poverty, racial prejudice and discrimination. |
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Year 11
The RE journey continues with a comparative study of the two dominating faiths of Britain and the world of today. The journey begins with the belief and teachings of Christianity, building upon the knowledge content and skills acquired from Year 8. The journey then moves onto looking at how believers express and live out their Christian way of living through the study of Christian Practice. The RE narrative then proceeds to explore the belief and teachings of Islam and then thus finally ending with Islam practice at how Muslims also express their faith. The Summer term is the climax and culmination of the five years of study at Ark Blake to gain a qualification in GCSE Religious Studies. This qualification will be a launching pad into a world full of opportunities to be able to seize greatness.
| Autumn 1 | Autumn 2 |
|---|---|
| Beliefs & teachings | Practices |
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What are the central beliefs of Christians? Knowledge Content: Learners must know, understand and express common and divergent views and the basis for beliefs, teachings of Christianity. References to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts. |
How should Christians live out their faith? Knowledge Content: Learners must know, understand and express common and divergent views and practices of Christianity. References to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts. |
| Spring 1 | Spring 2 |
|---|---|
| Beliefs & teachings | Practices |
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What are the central beliefs of Muslims? Knowledge Content: Learners must know, understand and express common and divergent views and the basis for beliefs, teachings of Islam. References to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts. |
How should a Muslim live out their faith? Knowledge Content: Learners must know, understand and express common and divergent views and practices of Islam. References to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts. |
| Summer 1 | Summer 2 |
|---|---|
| GCSE Exams | GCSE Exams |