Key Stage 3: Religious Education (RE)

Religious Education (RE) at Key Stage 3 (KS3), covering Years 7, 8, and 9 (ages 11-14) in the UK, is a compulsory subject in all maintained schools. Unlike core subjects like English, Maths, and Science, there isn't a national curriculum for RE. Instead, the curriculum is determined by locally agreed syllabuses, drawn up by Standing Advisory Councils on Religious Education (SACREs).

However, despite local variations, there are common aims and expectations across KS3 RE, focusing on developing students' "religious literacy" and understanding of diverse beliefs.

Here's a summary of what's generally expected in KS3 RE:

1. Knowledge and Understanding of Religions and Worldviews:

  • Principal Religions: Students are expected to gain a deeper knowledge and understanding of the principal religions represented in Great Britain and the wider world. These typically include:

    • Christianity

    • Islam

    • Hinduism

    • Sikhism

    • Buddhism

    • Judaism

  • Non-Religious Worldviews: Increasingly, the curriculum also includes the study of non-religious worldviews such as Humanism and Atheism, to provide a balanced understanding of different belief systems.

  • Key Beliefs and Practices: For each religion/worldview studied, students should understand:

    • Core beliefs and teachings: What adherents believe about God/ultimate reality, the nature of humanity, the purpose of life, and the afterlife.

    • Sacred texts and sources of authority: The importance and role of scriptures (e.g., Bible, Qur'an, Vedas, Torah) and other foundational texts.

    • Worship and rituals: How adherents express their beliefs through practices, ceremonies, and celebrations (e.g., prayer, festivals, rites of passage).

    • Moral codes and ethics: The ethical frameworks and moral guidance derived from their beliefs.

    • Community and identity: How beliefs shape individual and community identity and daily life.

    • Diversity within religions: Recognition that even within a single religion, there can be a wide range of interpretations and practices.

2. Exploration of Big Questions and Ethical Issues:

  • Ultimate Questions: Students engage with "big questions" about life, meaning, purpose, and reality, exploring how different religious and non-religious worldviews respond to them. Examples include:

    • The origin of the universe and life (creation vs. scientific explanations).

    • The problem of evil and suffering.

    • The nature of human existence and free will.

    • Death and the afterlife.

  • Moral and Ethical Issues: They learn to analyse and make reasoned judgments about contemporary moral and ethical issues from different religious and non-religious perspectives. This often includes topics such as:

    • Bioethics (e.g., abortion, euthanasia, genetic engineering).

    • Environmental ethics and stewardship.

    • Social justice, prejudice, and discrimination.

    • War and peace (e.g., Just War theory, pacifism).

    • Human rights.

3. Developing Personal Understanding and Critical Thinking:

  • Reflection and Empathy: Students are encouraged to reflect on their own beliefs, values, and experiences in light of what they learn about others. They develop empathy and respect for those with different beliefs.

  • Reasoned Arguments: They learn to construct well-reasoned and balanced arguments, supporting their views with evidence and examples from religious teachings or philosophical thought.

  • Analysis and Evaluation: Moving beyond description, students are expected to analyse and evaluate religious concepts, practices, and ethical dilemmas, considering strengths, weaknesses, and alternative perspectives.

  • Dialogue and Debate: Participate respectfully in discussions and debates about religious and ethical issues, being able to articulate their own views and engage constructively with the views of others.

  • Impact on Society: Understand the impact and influence of religious and non-religious beliefs on individuals, communities, societies, cultures, and national and global events. This includes exploring the role of religion in conflict and reconciliation, social cohesion, and charity work.

4. Skills Development:

  • Interpreting Sources: Learning to interpret and analyse a range of sources, including sacred texts, ethical teachings, philosophical arguments, and contemporary media.

  • Communication: Communicating their understanding effectively through written work, presentations, and discussions, using appropriate religious and philosophical terminology.

  • Enquiry: Developing the ability to ask significant questions about religion and belief and pursue lines of enquiry.

Overall, KS3 RE aims to equip students with the knowledge, understanding, and critical thinking skills necessary to engage thoughtfully with the diverse religious and non-religious landscape of modern Britain and the world. It promotes mutual respect and tolerance, preparing students to be informed and responsible citizens in a pluralistic society.