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About Consilium

Consilium Academies is a multi-academy Trust working across the North of England. It has nine academy schools located in Yorkshire, the North West, and the North East. Consilium is dedicated to enriching lives and inspiring ambitions for both students and colleagues.

Religious Education

‘Differences are meant, not to divide, but to enrich’ J.H Oldham


Ellesmere Park High School will provide a curriculum which engages students in systematic enquiry into significant human questions. We will challenge students in gaining knowledge of religions and world views as well as developing relevant skills needed to reflect on and think critically about those questions.


The RE curriculum will be rigorous and demanding, encouraging philosophical thought and independent working. It will provide excellent opportunities for students to engage with contemporary contentious issues, developing social, cultural, political and historical awareness.


In Year 7 students will address questions of ‘Do we need to prove there is a God?’, ‘What does it mean to be a Muslim in the UK today?’ and ‘Why is green justice important?’


In Year 8 students will address questions of ‘Is religion good for society?’, ‘What does it mean to be a good leader?’ What does it mean to be a Jew in the UK today?’ and ‘What does it mean to be anti-racist?’


In Year 9 students will address questions of ‘Can protest and faith be a force for social justice?, ‘What part did faith play for some Jews during and after the Holocaust?’ and ‘The right to life, what does mean?’.

5-Year Religious Education Curriculum overview, please see attachment below.
For more information about our Religious Education curriculum, please contact the Head of Department at Kerril.casey@consilium-at.com

Year 7

Table Heading Focus Student Outcomes
Autumn
What is a World View?

Do we need to prove the existence of God?
Enquiry Question:


What are world views?
How can activism reveal a world view?
Do we need to prove God’s existence?


Students will:

  • Give an account of God’s existence using a rational argument.
  • Explain a world view which does not set out to prove God’s existence.
  • Offer reasons as to why we do or do not need to prove God’s existence.
  • Know arguments about the existence of God from a theist, agnostic and atheist perspective.
Spring
What is it like to be a Muslim in the UK today?
 
Enquiry Question:


Do all Muslims believe the same things?
What is the Quran, and why is it important?
What is Islamophobia?
What is like to be a Muslim in the UK?


Students will:

  • Be able to recognise and describe diversity in Islam.
  • Know that the Quran is a source of authority in Islam and to be able to explain its importance to Muslims.
  • Be able to describe the 5 Pillars of Islam and explain their significance to Muslims.
  • Be able to describe ways in which Muslims express their beliefs.
  • To be able to consider ways in which the media can influence people’s perceptions.
Summer
Why is Green Justice important for our society?
 
Enquiry Question:


What do different religions think about who is responsible for looking after the earth?
How should religious people in the UK respond to climate change disasters across the world?
Is the world ours to use or ours to protect?


Students will:

  • Through analysis of sculpture, sacred text and actions of people be able to reach a conclusion about whether or not the current climate crisis is an important ethical issue.
  • Know key religious beliefs and be able to explain how these can be put into practice.
  • Be able to discuss Climate change in the context of social justice.
  • Know at least two religious views on how the world should be cared for
  • Know the importance of religious text as a source of authority.

Year 8

Table Heading Focus Student Outcomes
Autumn
What does it mean to be a good leader?
 
Enquiry Questions:


What impact has the teachings of Jesus had on some Christians?
How do the teachings of Guru Nanak impact on the lives of people today?
What makes an effective leader?


Students will:

  • Be able to explain what qualities they admire in a leader and relate these to at least one religious leader.
  • Know how the teaching and authority of religious leaders can have an impact on the lives of people today.
  • Be able to explain ways in which Christians and Sikhs express their religious beliefs through their actions.
  • Students will develop skills in analysing text, extended writing and making inferences. Students will explore how belief is expressed through text, sculpture, art and song.
Spring
What does it mean to be Jewish in the UK today?
 
Enquiry Question:


Do all Jews believe the same thing?
Why is sacred text important?
What does it mean to atone?


Students will:

  • Be able to recognise and describe diversity in Judaism.
  • Consider how the festivals of Yom Kippur and Rosh Hashanah express key beliefs in Judaism
  • Be able to explore the authority and significance of religious text.
  • To consider how actions reflect beliefs through a study of Maschom Watch.
Summer
How should we respond to prejudice and discrimination?
Anti-racist RE
 
Enquiry Question:


Does religion contribute to prejudice or justice?
What would Dr King say to our school today?
What kind of role model, as an anti-racist and Christian, is Stormzy to young people today?


Students will:

  • Be able to recognise the need for anti-racist behaviour in order to create a society that is inclusive and respectful.
  • Have knowledge of historical examples of racism as well as contemporary examples.
  • Will be able to describe and explain ways in which people of faith have used social action to challenge prejudice and discrimination.
  • Know different contemporary and historical perspectives on race and anti-racism.
  • Know how some religious beliefs inspire people to behave in certain ways. • Know why scripture holds authority for religious people, together with the actions of others acting in response to religious beliefs.

Year 9

Table Heading Focus Student Outcomes
Autumn
Can protest and faith be a force for social justice?
 
Enquiry Question:


What is social justice, and why is it important in society?
How do people with different world views respond to issues of social justice?


Students will:

  • Use music, art, photography and text to consider issues of faith and morality. Topics will include responses to refugees and asylum seekers across the world, responses to racism, responses to different personal identities.
  • Explore the authority of sacred text in moral decision-making
  • Be able to explain differing religious and non-religious views about historical and contemporary issues in our society today.
Spring
What part did faith play for some Jews during the Holocaust?
 
Enquiry Question:


Why are the Tanakh and Talmud important in Judaism?
What does it mean to be close to God?
How might a Jewish person use their faith to respond to the Holocaust?


Students will:

  • Explain the importance of the Hebrew Bible as a source of authority in Judaism.
  • Explain the importance of prayer in Judaism using examples.
  • To explore the relevance of the Mishna to Jewish tradition.
  • To explain how prayer was an act of defiance against the Nazis for some Jews.
  • To describe the concept of Tikkun and explain its application in the world.
  • To explain how belief in free will provides one explanation for faith in God.
Summer
Life choices
 
Enquiry Question:

The right to life, what does mean?
When does life begin?
Who gets to choose?
What is meant by the ‘sanctity of life’?


Students will:

  • Learn different views about when life begins.
  • Consider a person’s right to have choice.
  • Explore their own opinions and consider the views and opinions of others
  • Be able to explain differing religious and non-religious views and beliefs about life and death.