Religious Education

Introduction

Introduction

ccf_re

Academically ,Religious Education includes a number of disciplines; theology, comparative religion, ethics and philosophy. Theology is the systematic study of religious beliefs and develops tools, such as the language of holy books and appreciation of historical context, necessary for their study. Comparative religion looks at the similarities and differences between the practices and cultures of different faiths. Ethics debates the rights and wrongs of human behaviour and evaluates codes and systems designed to govern it. Philosophy develops the ability to understand the ideas underpinning human experience.

Spiritually, Religious Education is an opportunity for pupils to come together and make sense of the more demanding experiences of life. Many aspects of life are explored including significant mile stones on life’s journey, making sense of who we are and looking ahead to the future. Religion teaches through texts and instruction but also through experiences. Through teaching methods such as the ‘Theatre of Learning’ we borrow ideas from religion such as the use of artefacts, music, pictures and so on to provide rich, thought provoking and multi-sensory learning experiences.

Despite its name this is a non-denominational school and the Religious Education Department’s curriculum reflects that. Our programme of studies is based on the Barnet Agreed Syllabus which offers a theme based course with input from all the six world religions and some with less followers.

For more information on this curriculum area please contact:

Mr Joseph Mycroft

jkm@ccfplus.com

Aims and enrichment

Aim

The Religious Education Department at Christ’s College gives opportunities to encounter beliefs, attitudes and practices through a diverse range of themes across all world religions. We aim to enable our students to analyse and reflect on different points of view and present their own responses to them. There are opportunities for students to experience something of the spirituality of religions through the Theatre of Learning style of teaching.

At the end of beginning of year nine pupils are encouraged to think of the aims and purposes of life and progressing towards adulthood. They reflect on the teachings and beliefs of religions on these issues with a view to making use of any ideas they find helpful as they look forward to choosing their options in the new year. In the GCSE course pupils study ‘Philosophy and Ultimate Questions’ and ‘Religion and Morality’. These courses were  chosen for their academic demand and with the aim of supporting their applications in further education.

Enrichment

The last two GCSE Religious Studies groups have achieved +1.0 and +0.8 above their predicted grades.

The department is planning trips to places of worship for the Gifted and Talented group.

Key stage 3

Key stage 3

Year 7: ‘Transition from Primary School’, ‘Pagan Religions’, ‘Beliefs and Concepts’, ‘Authority, Purpose and Meaning’, ‘Expression of Spirituality’.

Year 8:‘Global Issues’,‘Ethics and Relationships’, ‘Religion and Science’, ‘Religion and Money’,

Year 9: ‘Rights and Responsibilities’, ‘Religious Attitudes to Crime and Punishment’, ‘Religious Attitudes to Drugs’, ‘Religious Attitudes to Old Age’,  ‘Religion and Politics’

Resources

KS3 Religious Education Complete Study & Practice – 31 Mar 2015

The Philosophy Book Hardcover – 1 Feb 2011

Comparative Religion: Investigate the World Through Religious Tradition (Inquire and Investigate) Paperback – 13 Oct 2015

Key stage 4

Key stage 4

Year 10:

Religious Philosophy and Ultimate Questions: The Existence of God, Revelation, The Problems of Evil and Suffering, Immortality, Miracles, Science and Religion.

Year 11:

Religion and Morality: Religious Attitudes to Matters of Life, Religious Attitudes to the Elderly and Death, Religious Attitudes to Drug Abuse, Religious Attitudes to Crime and Punishment, Religious Attitudes to Rich and Poor in British Society, Religious Attitudes to Poverty.