Religious education

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Religious education (GCSE)

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Personal worldviews and organised worldviews

Western, Educated, Industrialized, Rich, and Democratic: worldviews and context

Blending worldviews and changing worldviews

Living harmoniously with different worldviews

In this unit pupils will consider how worldviews are highly contextual and that western worldviews look very different to others. They will consider how worldviews may be blended or change over time. They will reflect on how we live and respond to worldviews we may not agree with in todays society.

Worldviews: how do I see the world and does everyone see the same way?

Self: what makes us who we are?

Consciousness: are we just brains in a vat?

Sentience and animal consciousness

Indigenous worldviews and personhood

Reflection: Is a river alive?

Pupils will consider what it is that makes a person who they are by examining religious and philsophical explanations for self and conciousness. Next, they will examine the idea of sentience in animals before evauating whether non-human objects of nature, such as rivers, can be said to be alive.

Personhood: what does it mean to be alive?

Identity: what's in a label?

Values as the new religion

Living as a cultural Christian or Jew

Secularism: a desirable way of life?

Living well in a pluralist society

In this unit pupils will look in more depth at trends emerging from the census and other data. They will examine the work of Linda Woodhead and her assertion that society is increasingly constructed around values. They will consider cultural religion and the concept of secularism.

Identity: how does religion or belief look now and what might the future bring?

The changing landscape of the media

Religion and belief in the media

Social media: how does it influence our views on religion and belief?

Living online together: how can we do this respectfully?

In this unit pupils will consider how religions and worldviews are portrayed in the media and what information can be trusted. They will investigate misconceptions and streotyping, before considering how media can be used safely and responsibly to build relationships and live with difference.

Religion and the Media: how can we live online together?

Ninian Smart's dimensions

Evaluating the dimensions of religion

The place of religion in Japan

Veganism: could it be seen as a religion?

In this unit pupils will consider the term religion and ask: what does it mean? Does everyone see it as the same thing?  Ninian Smart's dimensions will provide one way in which religion has been classified. A case study of Japan and ethical veganism offer opportunities to question what is meant.

Belief: what is religion and does everyone understand it in the same way?

Religious education

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Religious education

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