RE

The aim of RE is to support students in developing their own coherent patterns of values and principles as well as to support their social, moral, spiritual and cultural development. As a department we want to create a learning environment that engages, stimulates and challenges students.

In RE at Wildern we follow the Living Difference agreed syllabus and explore different religions, enquiring into key concepts of the religions that show beliefs, practises and experiences. We then contextualise these concepts within religions and evaluate. We require that students come to reasoned responses to develop their own arguments, and views on the issues studied. Intrinsic to teaching and learning in RE is to enable students to see that the world and the people within it have many differing views and practises; it is our role to allow pupils to enquire into these ideas and facilitate their learning.

The units of work throughout the key stages are designed to encourage students to interpret and respond to a variety of concepts, beliefs and practices within religions and evaluate their value for society and themselves. The programmes of study are progressively developed to build upon students’ capacities to interpret, evaluate and respond to differing values and beliefs. This is achieved through extending their thinking and analytical skills and their creative, imaginative and emotional development.

In the RE department we strive to achieve the highest standards with our students and create a stimulating environment.

At the centre of our programmes of study is the idea that RE should be a subject that allows students to question and explore, to appreciate that RE is not an abstract subject that doesn’t apply to them but a subject that is intrinsic to the society we live in.

KS3

KS3 is a two year key stage at Wildern; during these two years students study Hinduism, Christianity and Judaism in depth, but also enquire into whether God does exist and also what a religion is, looking into the seven dimensions of a religion set down by Ninian Smart.

Year 7

Baseline assessment unit ‘Wants & Needs’- this first unit along with KS2 data will give us clear indicators about the ability of each child so that we target and set work effectively. This unit is based on the RRR principles and the UNICEF convention of rights for Children.

The Island- The Island is an experiential unit that enables students to be introduced to the key concepts of RE and the style of teaching through the conceptual cycle.

Hinduism- This unit gives students the opportunity to explore the concepts of Hinduism, and allows students to question another culture and to evaluate their importance for society today.

Are Jesus’ Teachings Relevant for Today? - This unit explores the incarnation and explores the key teachings of Jesus leading to an evaluation as to whether they are still relevant in today’s society.

Year 8

Resurrection Detectives – This unit follows on from the year 7 Christianity scheme and allows students the opportunity to explore the importance of the death and resurrection of Jesus for Christians and debate whether the resurrection did take place

Does God Exist? – This is a philosophical unit, where students get to question key arguments about the existence of God.

Judaism- This unit focuses on the key practices and teachings of the Abrahamic tradition, and investigates the concepts that underpin the religion.

The Smart Guide to Religion- In this unit pupils explore the 7 dimensions of religion with a focus on Islam in preparation for the GCSE.

KS4

A GCSE in Religious Education is highly valued by employees due to the nature of transferable skills that it develops. These include, analysis, evaluation, empathy, interpretation, reflection and justification to name a few.  It allows students the opportunity to delve into the world that we live in, exploring religious and non-religious views on several themes as well as fostering an ethos of respect for others, an opportunity to challenge stereotypes and build an understanding of other cultures and beliefs. Religious Education provides a space for students to reflect on their own ideas and develop their thoughts about questions of meaning and ethics.

The GCSE is broken down into two exams:

Part One: The study of TWO religionswith a focus on Beliefs, Teachings

and Practices (worth 50% of the qualification)

Students will study Christianity and Islam in depth focussing on the key beliefs, teachings and practices of each religion and the influence that this has on individuals, communities and societies.

Part Two:  Thematic Studies: An exploration of religious, ethical and philosophical               themes (worth 50% of the qualification)

Students will study FOUR themes considering different beliefs and attitudes to religious and non-religious issues in contemporary British society:

  • Religion and life – the origin and value of the universe and human life including scientific and religious views on these and the relationship between them. The use of the environment and animals and ethical arguments relating to abortion, euthanasia and life after death
  • Religion, peace and conflict – including the key concepts of war, peace, justice and reconciliation. An exploration into the reasons for war, a just war, terrorism, pacifism and responses to war in the 21st century
  • Religion, crime and punishment – the causes of crime and different aims of punishment including ethical arguments on the death penalty
  • Religion, human rights and social justice – including the key concepts of human rights and wealth and poverty. An exploration into prejudice and discrimination including race, gender and sexuality and issues surrounding wealth including the exploitation of the poor and responses to this.

Extra Curricular

Once a fortnight the department runs a Philosophy club that is open to all year groups and builds upon the principles of Philosophy for Children (P4C) This allows students an opportunity to explore and discuss the big questions in life such as ‘is it ever right to break the law’ and ‘is power always a good thing’ The session is facilitated by members of the team and the students have an opportunity to chose the stimulus and questions that they would like to discuss themselves.

In addition to this Wildern takes part in the annual Hampshire Philosothon which gives students a chance to put their skills of P4C into practice and compete against other schools.