RE is an important subject – partly because of its significance in framing current world issues and partly because of the way it can shape one’s identity, beliefs, and values.
At Mullion School, we explore the contribution that Religion, Ethics and Philosophy make in the world. Despite students at Mullion living in a less diverse area, in terms of religion and culture; it is crucial that we prepare our students for the Multicultural world that they belong to. By offering our students a range of experiences we hope to develop their social capital and encourage curious, worldly citizens.
Pupils are supported in exploring their own beliefs – whatever they may be – while reflecting on the beliefs and practices of others. Pupils are encouraged to develop critical questioning of their spiritual, social and moral views. Lessons give time and space to think, discuss and challenge.
A focus on promoting equality for all is central to RE at Mullion, and we are constantly enthusing pupils in their learning so that they may prepare for the adult world– confident and insightful, open and sensitive towards others and articulate in tackling the spiritual, moral and social questions that will surface again and again in their lives.
What we study:
We follow the Local Agreed Syllabus 2020. Each unit of study is focused on a key question which forms of the basis of each lesson. Through-out each topic students will be given the opportunity to develop core skills which will be revisited through-out their learning, including at KS4.
The core skills are;
- Showing knowledge and understanding of religion and belief.
- To be able to correctly use a variety of Sources of Authority to justify and explain religious beliefs and actions.
- To explain how beliefs, teachings and practices influence individuals, communities and societies.
- To examine the similarities and differences in belief, teachings and practices
- To analyse and evaluate aspects of, and approaches to, religion and belief.
Topics of study:
We begin Year 7 by exploring some of the core beliefs within Christianity. Christianity will be revisited through-out each year group.
The first unit of work introduces Christian beliefs about Gods nature by exploring the Trinity. By examining the role of the Trinity and what they mean to Christians today, students can begin to understand concepts of love and compassion, justice and judgement, essential religious teachings that will crop up time and again through-out their studies. Students will then continue their journey by focusing on the life and teachings of Jesus as the incarnation. Through study of the Gospels students will be able to explain why Christians (and we as a British nation) celebrate Easter and Christmas. The concepts of compassion and love will again be explored when considering why an incarnation was needed and students will be asked to consider if an incarnation is needed today and why.
Our final unit on Christianity in Year 7 takes the beliefs and teachings students have already examined and use them to consider whether Christians should be greener than everyone else? This unit will provide students ample opportunity to consider the impact our lives have on our world and how and why we should try to protect it for future generations.
To end the academic year students will complete an in-depth study of Sikhism. They will explore how the Sikh teachings on equality and service can be put into practice today by Sikhs around the world. Students will be able to make connections between core Sikh principles and the Christian teachings of love, compassion, justice and judgement studied in earlier units.
Through-out all of the units of work students will be assessed on the core skills listed above.
Students will continue to build on their core skills and knowledge by being introduced to the religion of Buddhism, considering how the experiences and teachings of the Buddha have meaning for people today. Although for many of our students this will be a new religion that they have not encountered before, the skills introduced in Year 7 will provide students with a sense of familiarity and allow them to continue the mastery of these skills whilst developing their knowledge and cultural capital.
The next unit of work, ‘Does the world need prophets today’, will allow students to revisit knowledge of Christianity covered in Year 7. In this unit students will know what is meant by a prophet and the qualities some of the core Christian prophets had in the Bible. They will then examine why some people believe Martin Luther King Jr is an example of a modern day prophet by studying his life and actions. Again the core principles of equality and compassion will be referenced.
Year 8 will then continue their learning journey by exploring two units of work which look at philosophical questions; ‘How far does it make a difference if you believe in life after death?’ And ‘Should happiness be the purpose of life?’ Both units will focus on Christian, Buddhist and Humanist beliefs. Students will be given time and space to apply their knowledge of these religions to existential questions whilst also considering their own perspective on the moral issues raised.
In Year 9 students continue to build on their knowledge of Christianity, revisiting core beliefs such as those found in Genesis 1-3. They begin the academic year by evaluating why there is suffering and whether there are any good solutions. Primarily students will explore these questions from a Christian perspective, however they will build on their knowledge of Buddhism gained in Year 8 to examine the Buddhist stance too.
Moving on students will then be introduced to a “new religion” which they will not have studied previously in KS3, Hinduism. They will explore the core Hindu beliefs on the afterlife and how reincarnation can be avoided through yoga and dharma. Although a distinct and separate religion, students will be able to recognise similarities and differences between Buddhism and Hinduism when exploring key concepts such as karma, reincarnation and dharma. Those students who choose to continue studying Religious Education at GCSE will develop this knowledge further in Year 11.
Another ‘new religion’ will then be introduced to students, Islam. Students will consider what is good and what is challenging about being a Muslim teenager in Britain today. They will examine some of the core Islamic beliefs which influence the lives of Muslims living in Britain and evaluate the challenges and opportunities of being a Muslim teenager in Britain today.
To end KS3 students will complete a thematic unit of work; Good, bad, right, wrong: how do I decide? They will consider where people develop their moral values from and examine how Christians, Muslims and UK society may respond to a variety of moral and ethical issues.
By the end of Year 9 we hope our students will have developed a curious mind and an open heart to the world, in all its diversity, around them. Through continual revisitation of the core Christian beliefs we hope they will have a greater understanding of some of the fundamental teachings that have shaped and continue to shape British culture and values. By being introduced to and examining some of the six major world religions we hope
to promote mutual respect, tolerance and understanding across different cultures and communities.
Scheme of Assessment
|AUTUMN TERM||SPRING TERM||SUMMER TERM|
SACRE 3.1 What does it mean for Christians to believe in God as Trinity?
SACRE 3.6 Why do Christians believe Jesus is God on earth (incarnation)
SACRE 3.2 Should Christians be greener than everyone else?
SACRE 3.12 How are Sikh teachings on equality and service put into practice today?
SACRE 3.8 The Buddha; How and why do his experiences and teachings have meaning for people today?
SACRE: 3.4 Does the world need prophets today?
SACRE 3.15 How far does it make a difference if you believe in life after death?
SACRE 3.17 Should happiness be the purpose of life?
SACRE 3.16 Why is there suffering? Are there any good solutions?
SACRE Why don’t Hindus want to be reincarnated and why do they do about it?
SACRE 3.10 What is good and what is challenging about being a Muslim teenager in Britain today?
SACRE 3.14 Good, bad, right, wrong: how do I decide?