The Religious Education Curriculum at Higham Lane North Academy

Religious Education at Higham Lane North Academy takes a multidisciplinary approach, drawing on the academic disciplines of theology, philosophy and the social sciences. Students are encouraged to think deeply about the relationship between religion and the complex issues people face in life, developing skills in analysis, interpretation and evaluation.

Through the study of theology, students engage with hermeneutics (the interpretation of religious texts), explore philosophical questions about belief and truth, and using the methods of social scientists examine religion as a lived experience within society. This approach enables students to develop critical thinking, reasoned argument and the ability to consider multiple perspectives.

Students are supported to engage in thoughtful discussion and debate, particularly around challenging moral and ethical issues, forming their own reasoned viewpoints while respecting the views of others.

Year 7 Curriculum

In Key Stage 3, students follow the principles of the Warwickshire Agreed Syllabus.

Students begin with an introductory unit entitled “Understanding Worldviews”, where they explore foundational questions such as:

• What is religion, and how can it be defined?
• Why do some people believe in God while others do not?
• What moral principles are needed for a harmonious society?
• Why do people suffer, and how do religious and non-religious worldviews respond?
• What is meant by a secular society, and why is the UK becoming more secular?

This unit introduces students to philosophical enquiry, sociological perspectives, and the interpretation of belief systems.

Students then study the Life of Jesus, analysing gospel accounts from birth through to crucifixion and resurrection. Using a hermeneutical approach, students interpret religious texts alongside historical sources, including accounts from ancient historians, to explore questions such as:

• Did Jesus exist as a historical figure?
• Can miracles happen?
• Are Jesus’ teachings still relevant today?
• Was Jesus triumphant or defeated?

Students also engage in comparative theology, examining how Jesus is understood within different worldviews, including Christianity and Islam, and evaluating different sources of authority.

In the summer term, students study Sikhism, focusing on key beliefs and practices. They explore:

• Teachings on equality, justice and service
• The role of religious identity, including the symbolism of the Five Ks
• The authority of sacred texts and their influence on believers’ lives

Year 8 Curriculum

Students begin Year 8 by studying Islam, exploring the life of the Prophet Muhammad and his continuing influence on Muslim belief and practice. This includes examination of key practices such as fasting during Ramadan and the Hajj pilgrimage. Students consider how religious beliefs are expressed in lived experience, drawing on sociological perspectives.

Students then explore ethical questions in the unit “What does justice mean to Christians?”. This topic applies philosophical ethics and theological teachings to contemporary issues, including:

• Should forgiveness always be given?
• Has slavery truly been abolished?
• Is prison an effective form of punishment?
• Do Christians have a duty to support those in poverty?
• Is taking care of the environment an important part of justice?

Students also study religion in action, including practices such as Zakah and the work of organisations such as Christians Against Poverty, evaluating the real-world impact of religious beliefs.

In the final unit, Creation, Science and the Value of Life students explore different explanations for the origins of the universe. They compare:

• Religious creation narratives (including the Biblical account and other worldviews such as the story of Pan Ku)
• Scientific explanations
• The value of human life-Sanctity of Life and Quality of Life
• Animal Rights

This unit develops students’ ability to engage with philosophical and scientific perspectives, encouraging them to critically evaluate different interpretations of truth and origin.