Religious Education

Disciplinary strands

Religious education at this school is studied through three key disciplinary strands of theology, philosophy and the human/social sciences. It is through these lenses religious knowledge and wisdom is gained and provides a framework for our children to become religiously literate.

This is achieved through a curriculum and teaching approach based around increasingly complex enquiry questions as children progress through the school. These enquiry questions primarily have a theological or human social science angle through which philosophical questions are raised through the natural course of study and exploration of learning materials provided by the teacher.

Critical thinking skills are encouraged by prompting children to analyse and interpret religious texts, doctrines, and beliefs critically in a non judgemental way to educate about faith. It is not about teaching children to adopt a particular faith although it may lead to children becoming curious about a particular faith or world view. This fosters intellectual curiosity and the ability to evaluate information critically.

Theological lens

Examining religious ideas though the theological lens requires pupils to think like theologians and ask why people believe what they do. This involves examining the source of these beliefs such as scripture and how they are interpreted and have changed overtime.

Theology enables pupils to look at where beliefs and world views come from, how they have changed over time, how they are applied differently in different contexts and how they relate to each other.

Human and social science lens

Looking through the human and social science lens focuses on the influence of religion and how people live their lives and express their faith and world views.

Pupils investigate the ways in which religions and worldviews have shaped and continue to shape societies around the world. 

For example, children learn how signs and symbols used by Christians to aid their understanding of the mystery of God and why fellowship and courageous advocacy is rooted in the Bible. They also examine similarities across faiths and examine if people from different religions worship and pray in the same way for example.

This strand explores the diverse ways in which people practise their beliefs and considers the major world faiths including Christianity, Judaism, Islam and Hinduism.

Philosophical lens

Looking through a philosophical lens focuses on asking and exploring the big questions theology and human and social science pose. 

For example, in relation to 'the fall', does the existence of evil challenge the existence of God? When considering beliefs about God, is it reasonable to believe in an eternal being that has no beginning or does modern science challenge religious beliefs?

Philosophical questions raise questions around morality, the fundamental nature of knowledge, existence, creation and the universe and how we know what we know, or believe what we believe. It is the process of reasoning that lies at the heart of philosophy. 

It is less about coming up with answers to difficult questions and more about the process of how we try to answer them and using dialogue, logic, discussion and debate.

Understanding Christianity

We have based our curriculum and inquiry questions on Understanding Christianity published by the Church of England's Education Office . This approach provides opportunities for theological, philosophical and human/social science inquiry as well as opportunities to make comparisons with other world faiths. 

The core areas of study include:   

• Creation

• The Fall

• People of God

• Incarnation

• Salvation

• Gospel

• Kingdom of God

For more details please read the School's RE Policy HERE or see the RE Curriculum Coverage Document below