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Ormiston Bolingbroke Academy

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Curriculum

Religious Education

subject overview 

Religious Education is an intriguing and dynamic subject which teaches pupils about the society and the world upon which they live. They question the beliefs, ethics and values throughout different religions, cultures and communities. The Religious Education curriculum at Ormiston Bolingbroke Academy is intended to provide pupils with the knowledge and skills required to develop their social, moral, spiritual and cultural character, while engaging them with ethical and philosophical issues they may confront in the world. We help to develop the range of thinking and learning skills necessary for future learning and an opportunity to choose to further their studies with a GCSE and A level that focuses on Philosophy, Ethics and Religion. We strive to create a holistic individual, by providing every pupil with the opportunity to develop an understanding of 21st Century world. 

Staff Name Role
Mr S McGlory  Head of Humanities
   

facilities 

The RE department classrooms are equipped with a computer and an interactive whiteboard, with departmental laptops and I-pads used to develop learning in the classroom and extend the student ability to be independent and research-led historians. A wide array of texts, sources and video is used to support the learning of all students in RE. 

The RE curriculum cover a range of topics following the Lancashire Locally Agreed Syllabus adopted by Halton, working alongside the ECM, Citizenship and PHSE programme. The students also study religious and non-religious beliefs of the local community, county and country. The students also have an opportunity to study philosophical topics, such as the problem of evil, where they can creative discuss and debate controversial topics. 

KS3: 

Year 7

  • Where we belong?
  • Being Christian
  • Religion in the News
  • Being Hindu
  • Ethics and Morality
  • Being Jewish

Year 8

  • Being Buddhist
  • Guidance
  • Love and Sacrifice
  • Being Muslim
  • Spirtuality
  • Being Sikh

Year 9

  • Truth and meaning
  • Evil and Suffering
  • Religion and Science

KS4 

The key stage four RE curriculum revolves around the new GCSE 9-1 Eduqas specification:

Year 10: Paper 1: Philosophical Issues in the Modern World (Issues of relationships, life and death, good and evil and human rights), Paper 3: Islamic Beliefs

Year 11: Paper 3: Islamic Practices, Paper 2: Christian Beliefs, Paper 2: Christian Practices

Students will be developing exam skills and revision techniques to improve their understanding.

KS5 

Component 1: Study of Philosophy 

 

Students will have to analyse the philosophical debates that have existed since the Ancient Greek period up to the atheistic debate of the current world. With topics including: the problem of evil, the existence of a deity, the meaningfulness of language and the existence of an afterlife. 

 

Component 2: Study of Ethics 

Students will assess how ethics is used throughout society in such topics as: medical ethics, war and peace, equality and environmental ethics, while also studying ethical theories and how best to apply them. For example, Utilitarianism, Deontology and Virtue Ethics.

 

Component 3: Study of a World Tradition 

Students will study how a world tradition impacts the wider world in the 20thand 21stcentury. They will analyse the beliefs, practices and divisions that have shaped that world tradition and the impact that has had globally. Students will also be asked to discuss how the rise of secularism has impacted this world tradition. 

Enrichment & Support 

There are a range of support sessions that run after school for pupils, such as additional revision enrichment classes for both GCSE and A-level students. For key stage three, the RE works alongside the history and geography clubs to ensure that the activities covered allow those interested to delve into the myriad world of religion, beliefs and the supernatural world.

Quote from head of department 

RE brings the world to life by immersing students into the cultures, beliefs and way of life of the global community. It allows the students to question reality, science and the universe to develop their own understanding and their ability to debate such complex issues. It is a integral to providing a holistic understanding of life to all students.