October 1, 2020

Religious Education

Religious education

Aims and ethos

The principal aim of RE at DSTC is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

 Through this aim we seek to enable pupils to:

  • engage in meaningful, informed and academic dialogue with those of other faiths and none,
  • develop evaluative responses of their own to the questions and issues addressed in



 Key Stage 3

During Key stage 3 we develop the core skills needed to study the subject through the use of precise and concise literacy, analytical and descriptive writing and the use of numeracy and IT. We develop social skills through carefully structured activities that encourage students to express their own opinions and work well within groups. We cater for all learning styles and offer a wide range of different activities.

In Year 7 students will learn:

Topic: Content:
Introduction to RE at DSTC 1.    What is RE?

2.    What is belief?

3.    Signs and symbols

4.    Comparing religions project.

Introduction to Christianity and Jesus 1.    The Bible

2.    Christian beliefs about God

3.    God an people

4.    Relationships with God

What is the purpose of Holy Buildings? 1.    What difference to charitable giving does it make if you are religious?

2.    What difference does a Mosque make to Muslim life?

3.    What does the Sikh community do through its worship and building to combat poverty?

4.    What does it mean to ‘see Jesus in the face of the poor’? What are the deeper meanings of Christian worship?

5.    What are the best arguments about whether religious buildings should be sold to feed the starving?

Holy week 1.    Role play

2.    What is the Tiriduum?

3.    The cost of sacrifice

4.    Celebrating Easter

5.    The Paschal candle

What does it mean to be a Buddhist? 1.    What is the story of Siddhartha Gautama?

2.    What do we mean by enlightenment?

3.    What are the key Buddhist teachings?

4.    What is the eightfold path?

5.    Why do Buddhists believe in Karma?


In Year 8 students will learn:

Topic: Content:
What is so radical about Jesus? 1.    What was Jesus like?

2.    Jesus the revolutionary?

3.    What was the problem with Jesus?

4.    Who were the Jews expecting?

5.    What was so radical about Jesus?

Expressing the spiritual through art 1.    Christian expressions of spirituality

2.    What can we learn from Islamic art?

3.    Buddhist Mandala

4.    What is  the Shinnyo-en Lantern Floating ceremony?

5.    What is the ‘idea of the Holy’? Can you make a piece of creative work to express your own spirituality?

Does being religious help you be good? 1.    What difference does having a faith make to living?

2.    What good comes of going to a place of worship?

3.    What codes for living are important to people?

4.    How does Buddhism help people to live a good life?

5.    Does religion always lead people to be good?

6.    Does religion help people to be good?

Should Happiness be the purpose? 1.    What is happiness?

2.    How does happiness fit in with Christianity?

3.    What is a Buddhist view of happiness and how to achieve it?

4.    What does a secular view of happiness look like, and how does it compare with ideas in religion?

5.    Should happiness be the purpose of life?

Rites of passage 1.    Birth in different  cultures

2.    Baptism role play

3.    Marriage

4.    Wedding role play

5.    Funerals


In Year 9 students will learn:

Topic: Content:
Hinduism 1.    The origins

2.    What makes a Hindu?

3.    Key beliefs

4.    God in many forms

5.    Holy books

Does God exist? 1.    Is it necessary to prove Gods existence?

2.    Cosmological argument

3.    What are the best atheist arguments against God? Can atheists prove there is no God?

4.    Why do Muslims believe in God? Do they believe God can be proved to exist?

5.    Why did the Buddha think belief in God was unimportant?

6.    Do Thomas Aquinas’ ‘5 Ways’ justify Christians’ belief in God? Do they prove God?

War and peace 1.    What matters about peace, conflict and religion?

2.    What does the Sikh religion teach and do with regard to conflict and peace?

3.    What do the Sikh scriptures teach about conflict and peace?

4.    What is there for me to learn from the Sikhs about peace and conflict? The example of Bhagat Puran Singh

5.    What did the Prophet Muhammad (pbuh) achieve as a peacemaker? How have some of his followers made peace?

6.    How do Muslims respond when they are pictured as terrorists or fanatics? Why does this happen?

7.    What is jihad, and how can it be understood by non-Muslims?

8.    What is there for me to learn from the Muslims about peace and conflict?

9.    What is there for me to learn from the Christians about peace and conflict?

10.  What can be learned from Muslim, Christian and Sikh inspiring peacemakers?

Why is there suffering? 1.    What types of suffering are in the world? Is suffering a natural human state?

2.    What can Christians learn from the Bible about why suffering happens?

3.    3. What do Christinas make of suffering?

4.    How can a good God allow suffering?

5.    What does the Buddha teach about suffering?

6.    How far are humans able to overcome suffering?

7.    Are there any good solutions to suffering?

Sanctity of life Project based learning


Key stage 4

Though assemblies, form time and focus days students will extend and deepen their knowledge and understanding of religions and worldviews (including non-religious worldviews), explaining local, national and global contexts. Building on their prior learning, they will appreciate and appraise the nature of different religions and worldviews in systematic ways. They will learn to use a wide range of concepts in the field of Religious Studies confidently and flexibly to contextualise and analyse the expressions of religions and worldviews they encounter. They will be given opportunities to research and investigate the influence and impact of religions and worldviews on the values and lives of both individuals and groups, evaluating their impact on current affairs. They should be able to appreciate and appraise the beliefs and practices of different religions and worldviews with an increasing level of discernment based on interpretation, evaluation and analysis, developing and articulating well- reasoned positions. They move on to KS5 having with the toolkit and disciplines of religious study to analyse the nature of religion.