Intent

At Royds School, Religious Education (RE) is embraced as part of our broad and balanced curriculum. During their study of RE, a Royds student will learn about the way we live with different beliefs and cultures as part of our #LiveLoveLearn ethos.

It is our intention that students in Key Stage 3 learn by posing big questions such as where do we come from and who decides what is right? As students move through Key Stage 4, they will further explore elements of Christianity, Islam, Hinduism and Sikhism, and be challenged to compare core belief systems leading to the exploration of ethics.

This understanding of different beliefs, religions and cultures helps prepare Royds students for life in modern Britain by developing our Royds Values of Respect and the ability to communicate with kindness. The development of our values through our RE curriculum also allows students to become reflective and empathetic members of our community. Because students will be taught to question, consider and appreciate the views of others, they are well prepared to make a positive contribution to our ever-changing world.

Throughout the study of RE, we continually revisit our five school values of Aspiration, Resilience, Respect, Initiative and Reflection. Within our curriculum, we also actively promote the British Values of Democracy, the Rule of Law, Individual Liberty, and Mutual Respect for and Tolerance of those with different faiths and beliefs and those without faith, to prepare our students for life beyond school.

All our year groups participate in Step-Up days as a way to immerse students in their studies of Religious Education. From Year 9, pupils are offered one lesson a week in addition to their Step-Up days so that they are able to continually revisit their core learning. The option to study for GCSE RE is offered from Year 10.

Objectives

The overarching aim for Religious Education is to provide students with:

• Accurate and relevant knowledge about different cultures and belief systems.
• Opportunities to explore learning and transform knowledge into personal understanding and development.
• The ability to understand, respect and tolerate the views of others.
• Opportunities to explore, clarify and – if necessary – challenge their own and others’ values, and beliefs.
• Opportunities to develop their cultural understanding of life in modern Britain.

Implementation

Students will initially explore the RE curriculum through the prism of “big” questions. These questions allow students to consider a range of beliefs and attitudes to the questions that can never truly be resolved. This facilitates a focus in Year 7 and 8 on the fundamental nature of belief and the complexity of the human condition. The curriculum will focus on the beliefs of the largest world religions and non-religious viewpoints, with context being given through ancient belief systems. These explorations will be supported by examples from the arts, media and philosophy. In Year 9 students look at the structure and nature of worship and how it varies between different belief systems.

The arears of study within our Religious Education programme cover:

What do people believe about God?

Students will explore:

• Gods in polytheistic and monotheistic religions.
• The nature of a Christian God and the resulting issue of theodicy.
• Religious views on world creation and the sources of wisdom that underpin them.
• Non-religious views on world creation.
• How religion and science can coexist (with a focus on differing Christian explanations).
• Good, free will and the need for human compassion and charity.

Life and Death

Students will explore:

• A variety of beliefs about life after death through time and across the world.
• The idea of a human soul.
• The view of different religions about judgement and the need for punishment.
• Divergent Christian beliefs about eschatology.

Good and Evil

Students will explore:

• Differing rules in society including different Christian interpretations.
• The problem of judgement.
• Moral and legal codes.
• The importance of charity to society.
• The importance of charity in religion.
• Situation ethics.
• The application of ethics to Artificial Intelligence.

Religious Worship

Students will explore:

• Christianity
• Islam
• Sikhism
• Hinduism

Within these religions, they also explore:

• The key tenants and practices of a faith.
• The impact of that faith upon a person’s actions.
• Key rituals and the role of collective worship.
• The importance of religious buildings.
• Sacred sites.

Students will also learn how these different beliefs compare.

At Key stage 4, pupils will develop these themes further with a focus on two religions; Islam and Christianity. This is based upon the foundation elements of the RE GCSE course.

Impact

• Our students will become informed and respectful members of the local community and society.
• Students will be on their journey to prepare them for life and work in modern Britain.
• Our students will demonstrate and apply the British Values of Democracy, the Rule of Law, Individual Liberty, Mutual Respect and Tolerance of those with different faiths and beliefs and for those without faith.
• Students will demonstrate a healthy outlook towards other cultures, faiths and religions resulting in higher tolerance and less bullying.