Religious Education Key Stage 3
In Year 7 students begin with a study of symbolism, exploring the nature of religious knowledge and the kinds of language used to express it. The idea is to develop a toolkit for Religious Education. The year begins with a study of various examples of symbolism, including objects and architecture. The there is a focus on symbolic stories, including fable, parable and myth, leading to a study of the different literary genres, in the Christian Bible, including myth, prophecy, history, poetry, gospels and letters.
The Year 8 curriculum is being developed along the lines of David Hay and Rebecca Nye's model of spirituality. After a short introduction, students will study the various aspects of Hay and Nye's model of spirituality: relating to nature, relating to self, relating to others and relating to the transcendent . Each of the broad areas is studied from a different religious perspective, which will include the opportunity for students to explore the similarities and differences between religious and non-religious responses to spirituality. The issues studied have no correct answer and students will develop skills of critical and creative thinking and the ability to appreciate other people’s views in addition to communicating their own.
In Year 9 pupils begin a GCSE short course, which will be examined at the end of Y10. The course aims to enable candidates to investigate ways in which religious beliefs and values are relevant to specified moral issues and behaviour. In Y9, we study Human Relationships, Equality, Animal Rights and Medical Ethics. Students are encouraged to give full, articulate reasons for holding a point of view on ethical issues, to appreciate a variety of views, including religious perspectives and to reach conclusions based on a thoughtful and analytical evaluation of all ideas. Religious Education does not assume that any faith is more important than another and should be of equal value to students of any faith or of none.