Religious Education

Mission Statement

The Religious Education department at Tudor Grange Academy Solihull is proud to teach inclusive RE which covers a range of issues and beliefs. At Key Stage 3, we aim to expose students to a variety of different religious and non-religious beliefs, teachings and attitudes and encourage them to critically analyse and evaluate these to develop their own well-rounded world view. At Key Stage 4, we aim to equip students with the tools and skills to enable them to discuss, debate and interact with others who hold different beliefs regarding key ethical, moral and societal issues. We aim for students to develop well-rounded and informed views on these topics and be able to discuss these eloquently and sensitively. Our overarching aim is to produce young adults who are curious, empathetic and passionate about the myriad of ways that religion and morality are present in the world.

The Four Pillars 

Skill

  • Religious Education teaches students to be able to evaluate both their own views and those of others to facilitate the creation of a fully realised, unique and independent world view. We encourage this through the examination and discussion of various perspectives on key issues and the critical evaluation of different religious and non-religious sources of authority to determine which they feel count as reliable evidence.

Character

  • Religious Education and the essential character habits of Tudor Grange Academy Solihull are inextricably woven together. We integrate the Tudor Values into all Religious Education lessons in which we aim to develop student’s tolerance of others, indeed embracing the differences that make us all unique. We also encourage students to understand the importance of unity in our culture and that differences should not divide us but act as a prompt for debate and discussion rooted in mutual understanding and respect.

Experiences

  • Religious Education provides essential life skills that students will be able to carry with them far beyond their time at Tudor Grange Academy Solihull. Students will be given ample opportunity to discuss and debate issues that are essential to the nature and experience of humanity and to learn from the views of their peers and others. We will also provide opportunities for students to discuss and debate issues with external speakers of both religious and non-religious backgrounds to bring these debates and discussions to life more. Finally, students will also be given the opportunity to experience higher level educational experiences in the form of webinars, podcasts, academic literature etc. to further stretch them and raise aspirations.

Criticality

  • Students are always actively encouraged to engage critically with all viewpoints – nothing is ever taken at face value. As this subject contains elements of philosophical and ethical debate, it is essential for students to really be able to unpick and examine the issues discussed critically and evaluatively. We also ensure that the nature of this discussion takes place in a respectful and understanding way.

Overview of Year 7 and 8

Throughout years 7 and 8, students are exposed to a variety of religious and non-religious beliefs, teachings and perspectives.

Year 7 Units of Study

  • What is religion?
  • What are the origins of life?
  • Who killed Jesus?
  • Does religion divide or unite?
  • Can we prove God’s existence?
  • How do religions use art?

Year 8 Units of Study

  • Is religion disappearing?
  • Does life have a beginning or an end?
  • Are some lives more important than others?
  • Why do we suffer?
  • Where do our morals come from?
  • Do we exist?

Parents can find more information on the specific topics covered in each unit by looking at the learning overviews that are stuck into students’ books at the start of each half term.

Overview of Year 9

In year 9, Religious Education students will complete a foundation year, which aims to develop the knowledge and skills they worked on in KS3 and to bridge the gap to KS4 to effectively prepare students for the GCSE. Year 9 delves deeper into the religious and non-religious beliefs that will be the main focus of the GCSE (Islam, Christianity and Ethical Theories) introduced during year 7 and 8 through a chronological study of each religious and non-religious perspective. Therefore, students will be building on their knowledge of key religious and non-religious ideas that has been taught in year 7 and 8, but with a specific focus on particular aspects. We will study:

  • The Rise of Christianity
  • The Rise of Islam
  • Non-religious and ethical views

Parents can find more information on the specific topics covered in each unit by looking at the learning overviews that are stuck into students’ books at the start of each term.

Overview of Years 10 & 11

The GCSE Religious Education course aims to provide students with a broad knowledge of religious beliefs and teachings as well as the main issues surrounding key ethical issues. Students will cover beliefs and practices in Christianity and Islam. They will also examine the ethical and moral implications of the issues surrounding war and peace, crime and punishment, marriage and the family and matters of life and death.

Year Topic
10 Christianity: Marriage and the Family
10 Islam: Muslim Beliefs
10 Islam: Peace and Conflict
10 Christianity: Christian Beliefs
11 Islam: Crime and Punishment
11 Christianity: Living the Christian Life
11 Christianity: Matters of Life and Death
11 Islam: Living the Muslim Life

Paper 1 – Religion and Ethics: Christianity (50% of overall grade)

  • Christian Beliefs – This unit examines the core beliefs of Christianity, including the Trinity, creation, the life and role of Jesus and eschatology (end of days)
  • Living the Christian Life – This unit looks at the ways that religious beliefs may impact on the life of a Christian, such as the role of sacraments, prayer, pilgrimage and the Church.
  • Marriage and the Family – This unit investigates different Christian and non-religious attitudes towards issues such as marriage, homosexuality, same sex relationships and equality.
  • Matters of Life and Death – This unit studies the issues surrounding the end of life, including euthanasia, abortion, life after death and animal rights.

Paper 2 – Religion, Peace and Conflict: Islam (50% of overall grade)

  • Muslim Beliefs – This unit examines the core beliefs of Islam, including the Six Beliefs of Sunni Islam, the nature of Allah, prophethood, holy books and angels.
  • Living the Muslim Life – This unit looks at the ways that religious beliefs may impact on the life of a Muslim, such as the Ten Obligatory Acts, the Five Pillars, celebrations and commemorations.
  • Peace and Conflict – This unit investigates different Muslim and non-religious attitudes towards issues such as conflict, war, holy war and weapons of mass destruction.
  • Crime and Punishment – This unit studies the issues surrounding crime and the ways in which punishment is / should be used. This includes justice, the aims of punishment, forgiveness and the death penalty.

We follow the Edexcel specification at GCSE – Area of Study 1 (Christianity) and Area of Study 2 (Islam). A comprehensive overview of the GCSE course curriculum can be accessed here: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/religious-studies-b-2016.html

Extra-Curricular Opportunities

The Religious Education department aims to provide a variety of extra-curricular opportunities to students. This has included in the past visits from key speakers including religious and non-religious representatives. The department also facilitates entrance to national essay writing competitions, as well as opportunities to take part in higher education events such as webinars.