Religious Education (RE)
Why is Religious Education important?
RE is important because it enables pupils to express their own enquiring, informed and reflective views of values and beliefs.
RE provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. Pupils develop a curiosity about life and are willing to enquire into meaningful questions.
RE develops pupils’ knowledge and understanding of religion and belief. It encourages pupils to develop respect for and sensitivity to others. Pupils develop skills and attitudes that enable them to be well-informed about religious and non-religious responses to questions.
RE offers opportunities for personal reflection and spiritual development. It encourages pupils to think and question. Pupils develop the ability to reflect on and express their own views, whilst also considering the views of others.
RE curriculum 2019/20
Unit 1: Exploring religions: belief in action
Unit 2: Islam
Unit 3: Can you explore your spiritual side?
Unit 1: The Bible: The big story
Unit 2: Hinduism
Unit 3: Inspirational and extraordinary people
Unit 1: Buddhism
Unit 2: Christian denominations
Unit 3: Judaism and the Holocaust
Assessment will take place at various points throughout these units and will take a range of forms including tests, extended written work and art and design work.
There are nine main skills that pupils will be developing and using throughout their RE lessons:
RE contributes to the learning across the curriculum by:
Providing opportunities for all pupils to learn and achieve.
Promoting pupils’ spiritual, moral, social and cultural (SMSC) development and prepares pupils for the opportunities, responsibilities and experiences of life.
Provides pupils with the opportunity to explore local, national and international dimensions of religion and belief, contributing to our Erasmus project.
Provides literacy and numeracy support and development for pupils.
Exit data for Year 8 pupils:
2016 – 82% of Year 8 pupils left BHA Working At or Above the ARE
2017 – 83% of Year 8 pupils left BHA Working At or Above the ARE
2018 – 94% of Year 8 pupils left BHA Working At or Above the ARE
2019 – 90% of Year 8 pupils left BHA Working At or Above the ARE