RE

RE is a dedicated subject across both key stages

Spiritual Development	Moral Development	Social Development	Cultural Development
The study of religious practices allow both religious and non-religious pupils to understand and develop their spirituality, for example, through teaching the Five Pillars of Islam pupils learn the intrinsic benefits of praying five times a day (refreshment, meditation, five second chances!) and through the teaching of Christianity, students learn the personal impact of forgiveness and explore the emotional difficulties that are connected to this. Non-religious pupils are explicitly encouraged to explore personal activities that they associate with personal spirituality through our Year 8 unit ‘Religion in Britain’ (Year 8, Term 1) Students will explore the spiritual aspects of religious festivals, rites of passage, and communal worship (‘belonging’) within a number of religious and non-religious traditions. Spiritual development is also promoted through the study of other major world faiths at Year 7 such as through the concept of Dharma in Buddhism and Hinduism, and the personal impact of Sewa in Sikhism (Summer 2) Although spirituality runs through the RE content, specific lessons to reference include: What do Jews believe and do? What is the Sabbath? What do Christians believe and do? (Autumn 1) What do Muslims believe and do? What is the purpose of this life? What do Sikhs believe and do? What is Sewa? What do Hindus believe about life after death? What are the Four Noble Truths? (Summer 1). The Five Pillars of Islam. (Autumn 2). What do religious people say about second chances? What is an expression? How do religious people express themselves through rites of passage? Can non-religious people believe in life after death?	Moral development is promoted through the exploration of a variety of moral issues referring to religious and non-religious influences including following rules, breaking unjust laws, the nature of punishment on a physical and spiritual level, want, decisions involving end of life care, charity and service, human rights, forgiveness, personal relationships, racism, prejudice and discrimination, the nature of radicalisation and extremism, respect for beliefs and in our crossover into PSHE content such as the treatment of people with addiction and those whom addiction may impact. It is very unusual for an RE lesson not to cover moral development and therefore a specific list of lessons is detailed in the RE programme of study.	Social development is holistically acquired through the discussion and debate of moral issues and collaborative learning from Years 7-11 It’s a key requirement in RE to develop and enable emotional resilience, empathy and sympathy. Areas of social development include that may not be seen in other aspects of the curriculum include: Responding to death (Year 9) Spring 1. The nature of evil and suffering (GCSE Unit 1) Social and personal injustice and how to respond to this (GCSE Units 5 and 6) Values such as compassion, forgiveness and justice run throughout RE from Years 7-11 Social Development is holistically acquired through the discussion and debate of moral issues and collaborative learning from Years 7-11	Six world religions, denominations within, divergent views and traditions and everything that this encompasses are studied by all years throughout school. Non-religious world views are also considered and valued throughout our KS3 and GCSE content.