RE

Religious Education (RE) at our school aims to develop 'religious literacy' among students to enable them to engage in balanced and well-informed conversations about religious and secular worldviews. This reflects our commitment to preparing students to thrive as responsible citizens in a diverse and global society. Our curriculum is designed to challenge students to think critically about theological, philosophical, and human and social scientific issues, thereby deepening their understanding and appreciation of various beliefs and practices. 

 
RE is statutory for all students and is taught in accordance with the Suffolk Locally Agreed Syllabus. Our school provides a balanced approach, ensuring compliance with legal requirements and adapting to the specific needs of our students, including provisions for SEND students. 
 
Knowledge Acquisition: Students will explore the core beliefs and teachings of major world religions and secular philosophies, understanding their historical development and their contemporary application. 
Skills Development: Students will enhance their skills in analysis, evaluation, and reflection, enabling them to discuss and debate religious and ethical issues. 
The curriculum promotes attitudes of respect, open-mindedness, and appreciation for diversity. Students are encouraged to develop their own views and values while recognizing and respecting those of others. 
 
Our RE curriculum emphasizes enquiry-based learning, focusing on big questions that provoke deep thinking. Each unit is constructed around a central thematic enquiry, designed to interlink theological, philosophical, and social scientific perspectives. 
 
We integrate RE with other subjects such as arts, humanities, and sciences to provide a comprehensive understanding of the topics discussed. This interdisciplinary approach helps students see the relevance of RE in a broader context. 

Purpose

It is widely acknowledged that the primary purpose of RE is to develop ‘religious literacy’, a skill much needed given the vast range of religious and secular worldviews in our global society. Religious literacy may be defined as the ability to ‘hold balanced and well- informed conversations about religion and belief’. 
‘Where do I stand?’ aims to develop religiously literate citizens who:  
possess rich knowledge of the beliefs of different religions and worldviews, including how these may be differently interpreted or change over time.  
recognise that the ‘lived reality’ of different religions and worldviews is complex and diverse, and that generalities and assumptions must be treated with care.  
contribute constructively to debate about religious questions and shared human concerns, using their understanding of religion and belief.  
In order to achieve these central aims, the syllabus looks to its RE teachers to:  
provoke challenging questions about the ultimate meaning and purpose of life, beliefs about God, the nature of reality, issues of right and wrong, and what it means to be human.  
develop pupils’ understanding of the beliefs and teachings of Christianity and other principal religions and worldviews in Britain, and their influence on the lives and decisions of individuals, families, and communities.  
stimulate pupils’ curiosity about the diversity and impact of worldviews, religions, beliefs, values and traditions, and develop their ability to learn from these.  
challenge pupils to reflect on, analyse, interpret and evaluate issues of truth, belief, faith and ethics, and to communicate their own ideas and responses clearly, while being sensitive to the worldviews of others.  
encourage pupils to develop their own sense of identity and belonging, and clarify their own worldview, enabling them to flourish individually as responsible citizens in a plural society, and in a wider global community.  
prepare pupils for adult life and employment, encouraging sensitivity to those whose beliefs differ, and seeking to combat prejudice and negative discrimination.

Year 7 
Autumn Term: Big Question: Does belief have to be accompanied by action? 
Focus: Christianity (Grace), Islam (Deen) 
Spring Term: Big Question: How do we decide what is right and wrong? 
Focus: Christianity (Commandment), Judaism (Halakah) 
Summer Term: Big Question: Do we have a duty to look after the world? 
Focus: Christianity (Dominion), Humanism (Empathy) 

Year 8 
Autumn Term: Big Question: Is death the end and does it matter? 
Focus: Christianity (Judgement), Hinduism (Reincarnation) 
Spring Term: Big Question: Can women have authority in religion? 
Focus: Christianity (Imago Dei), Buddhism (Upekkah) 
Summer Term: Big Question: Does religion make the world a better place? 
Focus: Christianity (Charity), Islam (Zakat) 

Year 9 
Autumn Term: Big Question: Where does evil come from? 
Focus: Christianity (Sin), Sikhism (Manmukh) 
Spring Term: Big Question: Where can we find truth? 
Focus: Christianity (Creation, Prophecy), Islam (Jahiliyyah) 
Summer Term: Big Question: Can there be unity in a world of difference? 
Focus: Christianity (Sacrament), Judaism (Messiah)   

KS4 - Most RE is delivered through the utilisation of tutor time and assemblies.