All Saints Catholic Academy SMSC in the RE curriculum In the RE department at All Saints we ensure that every person achieves their full potential: spiritually, academically, socially, morally, culturally and physically through the promotion of Catholic values and principles and by living out our mission we shall serve. Spiritual Areas of the curriculum that enable the pupils to develop self- esteem and self-confidence whilst building an appreciation of their own and others beliefs. Covenant and Judaism within this topic pupil s explore the beliefs of Judaism. They learn about the covenant that was first made with Abraham and how this links to the Christian idea of covenant. They are able to see the importance of keeping one s promise and how much onus God puts on this within the New and Old Testament. Pilgrimage here pupils get the opportunity to investigate what pilgrimage is and the reasons people may go on pilgrimage. Pupils look at personal pilgrimage and the idea of labyrinths, Christian pilgrimage as well as Sikh, Hindu, Islamic and Jewish pilgrimage. Belief in God pupils look at how we form our beliefs and the various influences in our lives. They also consider religious, philosophical and scientific accounts of creation and how the representation of God in the Bible fits in with the happenings in our world; considering both religious experiences and the problem of evil. Covered January-February Rights and Responsibilities pupils look at the role of conscience in people s lives and how people make moral decisions. They refer to various Christian authorities including the church, the bible and situation ethics. Pupils also explore the idea of genetic engineering and the benefits and legislation surrounding this. Traditional arguments for the existence of God pupils explore various philosophical arguments for the existence of God, including the ontological and cosmological
arguments for God s existence. Pupils evaluate by considering both the proponents and contenders to each argument. Covered October November Year 13 Life and death pupils explore notions of life after death within different religious traditions, looking at both evidence to support and undermine such beliefs. Pupils explore how the notion of life after death fits in with the philosophical mind/body problem referring to both materialism and dualism. Moral Areas of the curriculum that enable pupils to distinguish between right and wrong, to show a respect for both civil and criminal law and encouraging pupils to respect fundamental British values of democracy, individual liberty and mutual respect. All that I am within this topic pupil s look at the importance of family within society. They also explore the idea of parents as co-creators with God and the effect separation has on families and society. Covered May-June Love thy Neighbour pupils look at the concept of justice and why justice is important in society. Pupils also investigate the dignity of the human person and the concept of the sanctity of life. Covered April - May Life after death pupils look at different concepts and accounts of life after death. They consider the value of a person and investigate British law on both euthanasia and abortion. Pupils evaluate the arguments for and against both euthanasia and abortion looking at topical case studies from the news. Crime and Punishment pupils firstly explore law and justice and why the two need to be inextricably linked. They look at why people commit crimes and investigate the need for punishment. Pupils explore the aims of punishment and the social and religious arguments for and against capital punishment, whilst referring to case studies. Pupils also look at the importance of forgiveness within society as linked with the idea of reform. Covered February-March Ethical Theories pupils investigate and evaluate various ethical theories by applying them to moral scenarios. These ethical theories include: utilitarianism, Kantian ethics, natural moral law and religious ethics. - October
Year 13 Freewill and determinism - Pupils explore hard determinism, soft determinism and libertarianism. Pupils are able to make links and look into the influences of genetics, psychology, environment or social conditioning on moral choices and the implications of these views for moral responsibility. Covered January-February Social Areas of the curriculum that encourage pupils to accept responsibility for their behaviour, to show initiative and to understand how they can contribute positively to the lives of others within the school and the wider community. Community pupils look at the importance of community within society, questioning how society would function without a sense of community. They imagine being shipwrecked on a desert island and think of the best strategies for survival; this all centres around the need for team work and community. They also look at how each church makes up one body, one community. Creation pupils look at the idea of creation comparing Christian creation to scientific theories of creation. Pupils consider the idea of stewardship and why it is important to take care of the environment, as well as looking at the consequences of not taking care of creation. Covered February Marriage and Family life pupils consider the value of marriage and why people wish to get married. Pupils investigate divorce and issues surrounding sex before marriage. They explore social perceptions on divorce and sex before marriage. Pupils also look at homosexuality, comparing the views of Christians and social views whilst referring to new legislation on homosexual marriage. Covered May -June The Environment pupils look at the problems within the environment as well as their causes. Pupils consider solutions in order to stop and prevent such issues occurring or worsening in the future. Pupils also consider the concept of humans as stewards of the earth and how we can live out our duty. Covered October - November Applied Ethics applying different ethical theories, for instance; Kantian and Utilitarianism, to issues such as abortion, euthanasia and abortion and how this fits in with legal and social guidance. Covered October -November
Year 13 Conscience Pupils explore the different views of the conscience as God-given, innate or the voice of reason as instilled by society, parents or authority figures. Pupils consider whether conscience is a reliable guide to ethical decision-making; looking at the views of Augustine, Aquinas, Butler, Newman, Freud, Fromm, Piaget. Covered December -January Cultural Areas of the curriculum that promote principles which provide students with a broad general knowledge of public institutions and services. Encouraging an appreciation and tolerance of other people s cultures and traditions. The Bible within this topic pupils have the opportunity to look at the holy books of other religions, considering some of the main teachings within these, how the holy books are treated by their followers and any similarities in teachings between the Bible and other holy books. Covered Oct-Nov Islam pupils recognise the UK as a multi faith society and look at different Islamic beliefs and customs. Pupils consider Islamic teachings and connections with Christian teachings. Pupils also look at how the Islamic religion is viewed in today s society and why it is important to accept all faiths in our multi-faith society. Covered October Community Cohesion here pupils look at the UK as a multi-ethic, multi-faith society. They explore reasons why the UK has developed as such and the benefits of this. They look at the consequences of having a lack of community cohesion in society. Pupils also look at prejudice and stereotyping within society and the effects of this. Covered June-July Peace and Conflict pupils investigate the causes of conflict throughout the world, referring to various case studies whilst considering the solutions to such conflict. Pupils consider the theories of both just war and pacifism and the social and religious arguments for and against these theories. Covered December - January Ancient Greek influences on philosophy pupils consider both Platonic and Aristolean views on the world and how this has gone to influence and indeed shape religious views within various traditions, pupils are then able to see the links between each tradition. Year 13 Meta Ethics pupils look at the use of ethical language
the ways in which different scholars understand how words like good, bad, right, wrong are used when ethical statements are made; how meta-ethics differs from normative ethics and the different approaches: cognitive and non-cognitive; ethical naturalism, intuitionism; emotivism and prescriptivism. Covered March - April