What Pupils Will Learn in RE

Last updated: 20 June 2022

4.1 - Deciding which religions to Study

The Agreed Syllabus recommends that schools explore the following religions, although schools are free to plan a curriculum appropriate to the needs and backgrounds of their pupils:

Key Stage 1 (KS1)

Christianity plus one other Abrahamic religion in depth (the syllabus recommends Judaism)
With reference to one Dharmic tradition and non-religious backgrounds (not necessarily a specific non-religious worldview).

Lower Key Stage 2 (LKS2)

Christianity plus one different Abrahamic religion and one Dharmic tradition in depth (the syllabus recommends Islam and Hinduism
With reference to other religious traditions and non-religious perspectives as appropriate.

Upper Key Stage 2 (UKS2)

Christianity plus one other Abrahamic religion and one Dharmic tradition (these could either be a continuation from LKS2 or different ones, the syllabus recommends continuing with Islam and Hinduism) and Humanism.
With reference to other religious traditions and worldviews as appropriate.

Key Stage 3 (KS3)

Christianity and two other faiths, at least one from Dharmic traditions, (the Agreed Syllabus recommends Buddhism and Sikhi) plus Humanism in depth.
With reference to other religious and non-religious worldviews as appropriate.

In this way pupils gain an understanding of all six principal faiths and Humanism. However, schools remain free to choose which religions other than Christianity to study and when, although it is not good educational practice to study all religions over a single key stage, as this results in a lack of depth and conceptual understanding.

In deciding which religions to study, schools should consider the following:

What is the background of the pupils?
How are you contributing to an understanding of the six principal faiths and non-religious worldviews?
How are you liaising with your main feeder and transfer schools to ensure broad coverage of faiths across the key stages?
Are you providing a balance by including something from both western (Abrahamic) religions and eastern (Dharmic) traditions?
What will you include under the category of ‘with reference to’? This enables you to bring in relevant material from different religions and worldviews to illustrate, develop or enrich an understanding of a key concept, or to engage pupils in school from different backgrounds not covered in the ‘in depth’ enquiries of a particular Key Stage.

Abrahamic Faiths (from the line of Abraham)

Judaism
Christianity
Islam

Dharmic traditions (sharing the concept of Dharma)

Hindu Dharma ('Hinduism')
Buddhist Dharma ('Buddhism')
Sikhi ('Sikhism')

In the Early Years Foundation Stage (EYFS), teachers will provide opportunities for child-initiated learning and plan adult led learning focusing on the background, experience and needs of the children, ensuring that they introduce experiences that help the children in their Understanding of the World.

Over the course of KS4, pupils will either be entered for an accredited RS qualification such as GCSE

Or (statutory core RE) pupils will explore:

Christianity and two or three other worldviews in depth.
With reference to other religious and non-religious worldviews as appropriate.

Follow a specification from an accredited course in Religious Education or Religious Studies, from one of the recognised examination boards. It will be the school’s decision whether all, some or none are entered for the actual qualification, though SACRE encourages schools to enable as many pupils as possible to gain accreditation for their work as this motivates students, celebrates their achievement, and raises the profile of the subject.

NB: This Agreed Syllabus is developed with a three-year KS3 and a two-year KS4 in mind, in line with the most recent research on the effectiveness of learning for pupils.

These religions and worldviews will be explored in an educational context appropriate to the experience of the age group and addressing three broad core questions through a number of enquiries:

Key Stage 1 (KS1)

Context

An exploration of home life and how this influences the beliefs, attitudes and behaviours of children and others in relation to their sense of self, belonging and celebrating what is important in life.

Core Questions:

How does our background influence who we are?
How does belonging to a religion or group affect people’s lives?
How should we behave and treat others and the world?

Lower Key Stage 2 (LKS2)

Context

An exploration of what people believe to be important in life and why, and how this is expressed.

Core Questions:

What is most important in life?
How do different religions show what is most important to them?
How does this affect their attitudes and behaviour towards themselves, other people, and the world around them?

Upper Key Stage 2 (UKS2)

Context

A reflective exploration of some of the big questions, beliefs, and concepts about life and what it means to be human, and how responses to these are expressed through ritual and ways of living.

Core Questions:

What do people believe about life, the world, and the good life?
Where do these beliefs, attitudes and ways of living come from?
How are these expressed and lived out in the lives of individuals and communities?

Key Stage 3 (KS3)

Context

A critical engagement with ultimate questions and global issues, exploring, analysing, and responding to a range of responses to these.

Core Questions:

What place do religions and worldviews have in the modern world?
How do we make sense of life and the world?
How do our responses to these questions influence the ways we live our lives?

Key Stage 4 (KS4)

Context

A critical analysis of questions arising from and issues relating to religious and non-religious worldviews, analysing, and evaluating the impact they have on the modern world.

Core Questions:

To what extent are religions and worldviews a positive or negative force in the world?
What is our vision for the world?

Key Stage 5 (KS5)

RE is statutory for all registered pupils in schools, which includes those in the 6th Form, a 6th Form College which is constituted as a school or which is working as part of a consortium, though not for students in Colleges of Further Education.

The Buckingham Agreed Syllabus expects all students to have a statutory entitlement to a minimum of 10 hours of RE in Y12 and a minimum of 5 hours in Y13, which can be planned flexibly. See the section on 6^th Form RE - 4.8

4.2 RE in the Early Years and Foundation Stage

As the 1988 Education Reform Act clearly states, all registered pupils in maintained schools have a statutory entitlement to Religious Education and thus it must be taught to Reception classes. However, the way learning here is structured is through the Early Years and Foundation Stage curriculum and not through the Agreed Syllabus itself. Teachers should teach to the seven areas of learning, working towards the respective Early Learning Goals as the basis of their planning and assessment. What follows is suggested guidance on what RE can contribute to learning in the Reception year.

Remember, this is only statutory for registered pupils (i.e., Reception), but it is good practice to provide for all EYFS some context of belief, belonging and relationships from different cultural and global contexts, especially in relation to Understanding the World: People, Culture and Communities.

The Areas of Learning identified in the Foundation Stage ensure that breadth of learning is possible across a range of individual experiences and activities. The provider uses her/his professional expertise to elicit development in several areas from planned activities and learning experiences.

The Areas of Learning and specific Early Learning Goals (2021) towards which RE can make an explicit contribution are:

Communication and Language

ELG: Listening, Attention and Understanding.
ELG: Speaking

Literacy

ELG: Comprehension.
ELG: Writing

Understanding the world

ELG: Past and Present.
ELG: People, Culture and Communities.
Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.

Expressive art and design

ELG: Creating with Materials
ELG: Being Imaginative and Expressive

Possible topic areas within RE:

Myself
Other people
How I live
How other people live
Important people and faith leaders
Belonging
Important things
Important experiences
Feelings
Expressing our feelings
Celebrations and festivals
Religious stories and what they mean
Exploring artefacts and clothing

In exploring these aspects of religious and non-religious worldviews, pupils will reflect on:

Their own sense of who they are and their uniqueness as a person in a family, community, and world.
What they believe, what they think is important and how these influence their day-to-day living

It is entirely at the discretion of the Early Year’s provider whether these topics are taught separately or within cross-curricular themes. The pupils’ own cultures, faiths and beliefs should be a starting point for the children’s learning, expanding into the beliefs, cultures, and ways of living from around the globe as appropriate.

The environment in which learning takes place can provide many contexts in which young children may explore religion and ask questions. Such contexts might include:

The home corner
Dressing up boxes
Interest areas
Artefacts
Story books
Jigsaws
Object trays
Persona dolls
Painting and drawing

To meet the Early Learning Goals and the requirements of the Buckinghamshire Agreed Syllabus, Reception classes should include specific planned activities (for example on festivals, special places, and faith leaders) for developing children’s knowledge and understanding of religious and other beliefs, cultures, and ways of living through circle time and everyday routines as well as through child-initiated opportunities.

4.3 Key Stage 1: Exploring Religion, Experience, and Feelings:

Over the course of KS1, pupils will explore:

Christianity plus one other Abrahamic religion in depth (the syllabus recommends Judaism)
With reference to one Dharmic tradition and non-religious perspectives (NB: not necessarily a specific non-religious worldview).

Context:

Core Questions:

How does our background influence who we are?
How does belonging to a religion or group affect people’s lives?
How should we behave and treat others and the world?

The school should build an appropriate curriculum for the pupils and the school, that is ambitious, progressive, sequential, and coherent over the course of Years 1 and 2, using the following enquiries and ensuring the due emphasis the syllabus places on Christianity (see page 8). The enquires can be in any order the school chooses, and even split to create the best learning for the pupils.

This can be planned, for example, by learning the basic concepts and content for each enquiry in Year 1 and then revisiting this in Year 2 to apply the knowledge to answer the main enquiry question. Or schools might choose to plan the enquiries by each religion separately.

Enquiries (referring back to the core questions):

What does it mean to be me? (Who I am).
How important are the groups people belong to? (Belonging).
What makes some people so important? (Important people).
Why are some places so important? (Important places).
What makes some things sacred to some groups of people? (Special things).
What makes some stories so important to different people? (Sacred books).
Why is it important to look after our world? (The natural world).
Why do we celebrate important occasions? (Special occasions).

In exploring these questions, the children will also reflect on:

Their own sense of who they are and their uniqueness as a person in a family and community.
What they believe, what they think is important, and how those influence their day-to-day lives.

Key Stage 1 Learning Process

Pupil Experience

Identify - pupils recognise what is significant to them in their immediate experience and recognise some basic concepts used to express this

Explore - pupils learn how to find out about other people’s experience and feelings in a way that is sensitive and appropriate, and to relate their own experience and that of others to the general concepts being developed.

Contextualise - pupils learn to see their own experience in the light of their own background and compare this sensitively with the experience of other pupils in the class.

Reflect - pupils learn to think about their experience and the related feelings and to see how these affect themselves and others.

Religious / Worldview context

Investigate - pupils learn about related experiences and concepts within the religions explored.

Contextualise - pupils learn to see the religious experience in the context of the beliefs and practices of the religion being explored, and the feelings that arise from them for believers.

Reflect - pupils learn to think about the religious experience and concepts and their significance to the believers, and to see how these make a difference to how they live.

Respond - pupils learn how to express sensitively and in a variety of ways their own views about the religious experiences and concepts

Syncretise - pupils learn to identify similarities and differences between their own experience and the religious beliefs practises and concepts they have explored.

Universal Human Experience

Reflect - pupils learn to think about what they can take from their learning about the religions to help them understand their own experience feelings and beliefs.

Apply - pupils relate the religious experience, beliefs and concepts they have explored to their own lives and think about how their own ideas have developed.

Context: An exploration of home life and how this influences the beliefs, attitudes and behaviours of children and others in relation to their sense of self, belonging and celebrating what is important in life.

4.4 Lower Key Stage 2: Exploring Religions, Experience and Beliefs:

Over the course of LKS2, pupils will explore:

Christianity plus one different Abrahamic religion and one Dharmic tradition in depth. (The syllabus recommends Islam and Hindu Dharma.)
With reference to one other religious tradition and non-religious perspectives.

Context:

An exploration of what people believe to be important in life and why, and how this is expressed.

Core Questions:

What is most important in life?
How do different religions show what is most important to them?
How does this affect their attitudes and behaviour towards themselves, other people, and the world around them?

The school should build an appropriate curriculum for the pupils and the school, that is ambitious progressive, sequential and coherent over the course of Years 3 and 4, using the following enquiries and ensuring the due emphasis the syllabus places on Christianity (see Introduction). The enquiries can be in any order the school chooses, and even spilt to create the best learning for the pupils.

This can be planned, for example, by learning the basic concepts and content for each enquiry in Year 3 and then revisiting this in Year 4 to apply that knowledge to answer the main enquiry question. Or schools might choose to plan the enquiries by each religion separately.

Enquiries: (referring back to the core questions)

How and why do people worship? (Worship).
Are places of worship really needed? (Religious buildings).
What holds communities together? (Religion in the community).
How do religions express their beliefs about God? (Symbolism).
Why are sacred texts and holy books so important? (Sacred Texts).
What do our celebrations show about what we think is important in life? (Festivals).

In exploring these questions, the children will also reflect on:

Their own sense of who they are and their uniqueness as a person in a family, community, and world.
What they believe, what they think is important and how these influences their day-to-day lives.

Lower Key Stage 2 Learning Process

Pupil Experience

Identify - pupils learn to identify what is most important to them in terms of people, places, celebrations and beliefs.

Explore - pupils learn to ask thoughtful and searching questions about their own views about what is important to them and why.

Contextualise - pupils compare and contrast their own views with those of others in the class.

Reflect - pupils think about how these different ‘values’ affect their own and other peoples’ lives.

Religious / Worldview context

Investigate - pupils learn how to inquire into what religions and traditions hold to be most important and how these are expressed personally and in the community.

Contextualise - pupils relate religious beliefs to the practices, lifestyles and attitudes of the religions explored, learning to identify differences and similarities between religions.

Reflect - pupils learn to consider what is important to religious people through their exploration of religious beliefs, concepts and practices and how these compare with their own.

Respond - pupils explain their responses to the beliefs and practices, giving reasons for their views.

Synthesise - pupils think about what the beliefs and practices show about what is important to human beings.

Universal Human Experience

Reflect - pupils reflect on what they have learned about what people and communities see as of great importance in life.

Apply - pupils consider how their views on what is important in life may have developed through their study of these religions and worldviews.

Context: An exploration of what people believe to be important in life, and why and how this is expressed.

4.5 Upper Key Stage 2: Exploring and Reflecting on Religions, Worldviews, and Beliefs:

Over the course of UKS2, pupils will explore:

Christianity plus one other Abrahamic religion and Dharmic tradition. These could be a continuation of LKS2, or different. (The syllabus recommends continuing with Islam and Hindu Dharma).
With reference to Humanism and other religious traditions as appropriate.

Context:

A reflective exploration of some of the big questions, beliefs, and concepts about life and what it means to be human, and how responses to these are expressed through ritual and ways of living.

Core Questions:

What do people believe about life, the world, and the good life?
Where do these beliefs, attitudes and ways of living come from?
How are these expressed and lived out in the lives of individuals and communities?

The school should build an appropriate curriculum for the pupils and the school, that is ambitious, progressive, sequential, and coherent over the course of Years 5 and 6, using the following enquiries and ensuring the due emphasis the syllabus places on Christianity (see p8). The enquiries can be in any order the school chooses, and even split to create the best learning for the pupils.

This can be planned, for example, by learning the basic concepts and content for each enquiry in Year 5 and then revisiting this in Year 6 to apply that knowledge to answer the main enquiry question. Or schools might choose to plan the enquiries by each religion separately.

Enquiries: (referring back to the core questions)

Why do religions or non-religious groups celebrate important moments in life? (Rites of Passage).
Why is pilgrimage so important to some religious communities? (Pilgrimage).
Why don’t all members of a religious or non-religious community believe and live in the same ways? (Diversity).
How did the religions and worldviews begin? (Founders and Prophets / Roots).
How does what we believe influence the way we should treat the world? (Creation and environment).
What do the religious and non-religious worldviews teach about ‘the good life’? (Ethics).

In exploring these aspects of the religions, the children will also reflect on:

Their own sense of who they are and their uniqueness as a person in a family, community, and world.
What they believe, what they think is important, and how these influences their day-to-day living.

Upper Key Stage 2 Learning Process

Pupil Experience

Identify - pupils identify their own responses to some of the big questions that life can throw at us.

Explore - pupils ask thoughtful and searching questions about their own responses to some of the Ultimate Questions raised through the material studied.

Contextualise - pupils compare and contrast their own response with those of others in the class.

Reflect - pupils consider why there are different responses to ultimate questions.

Religious / Worldview context

Investigate - pupils learn how to enquire into the religious and non-religious beliefs, practices, and concepts and to explore what they reveal about different responses to ultimate questions.

Contextualise - pupils relate religious beliefs to the practices, lifestyles and attitudes of the religions explored learning to identify differences and similarities between and within religions.

Reflect - pupils consider how the religious and non-religious beliefs, concepts and lifestyles relate to responses to ultimate questions.

Respond - pupils consider the extent to which the religious beliefs and concepts express a reasonable response to the ultimate questions.

Synthesise - pupils relate the religious beliefs concepts and practices that they have explored to their own experience and views, and consider their own beliefs, values, and way of living in the light of these.

Universal Human Experience

Reflect - pupils reflect on what they have learned and what this might suggest about common human values, responsibilities, and experience.

Apply - pupils consider how their understanding of the world may have developed through their exploration of the religions and worldviews.

Context: A reflective exploration of some of the big questions, beliefs, and concepts about life and what it means to be human, and how responses to these are expressed.

4.6 Key Stage 3: Engaging with Worldviews and Ultimate Questions in the Modern World:

Over the course of KS3, pupils will study:

Christianity and two other faiths, at least one from Dharmic traditions, (the agreed syllabus recommends Buddhism and Sikhi) plus Humanism in depth
With reference to other religious and non-religious worldviews as appropriate.

The Agreed Syllabus is based on the expectation of a three-year KS3.

Context:

A critical engagement with ultimate questions and global issues, exploring, analysing, and responding to a range of responses to these.

Core Questions:

What place do religions and worldviews have in the modern world?
How do we make sense of life and the world?
How do our responses to these questions influence the ways we live our lives?

Schools use the following enquiries to construct an ambitious, progressive, sequential and coherent curriculum appropriate to their pupils, bearing in mind the requirements of a broad and balanced curriculum and ensuring the due emphasis the syllabus places on Christianity (see Introduction).

Schools can combine aspects of these enquiries to form school designed enquiries. These could be thematic explorations as per enquiries 1-12, or systematic studies of each religion or worldview separately, covering the questions contained in the thematic enquiries (but note that 11 & 12 require a range of worldviews), or a combination of both.

Enquiries: (referring back to the Core Questions)

Does belief in ‘God’ still make sense? - Christianity, (Buddhism), Humanism.
What is ‘Truth’ and why is it important? -Christianity, (Buddhism), rationalism.
What is knowledge? – Christianity, (Buddhism), Humanism.
What does it mean to be human? - Christianity, (Sikhi), Humanism.
Does science prove religion is wrong? - Christianity, (Buddhism), materialism.
How do we decide what is right and wrong? - Christianity, (Sikhi), Humanism.
How can prayer and worship serve any purpose? - Christianity, (Buddhism), (Sikhi), Humanism.
Is it possible to make sense of evil and suffering? - Christianity, (Buddhism), Humanism.
What do we mean by a just and fair world and is it possible to create one? - Christianity, (Sikhi), Humanism.
What responsibility do humans have towards the natural world? - Christianity, (Sikhi), Non-religious worldviews.
One truth or many? How can we live together with people with different worldviews? - Christianity, (Sikhi), non-religious worldviews).
Is religion still relevant? - Christianity, (Buddhism), (Sikhi), Humanism).
What does it mean to be a Christian in the modern world?
What does it mean to be a Buddhist in the modern world?
What does it mean to be a Sikh in the modern world?
What does it mean to be a Humanist in the modern world?

Key Stage 3 Learning Process

Pupil Experience

Identify - pupils recognise which aspects of their own worldview arise out of responses to ultimate questions.

Explore - pupils ask thoughtful and searching questions about their own and other people’s worldviews expressed in responses to ultimate questions.

Contextualise - pupils recognise and reflect on aspects of their own background and experience that have influenced the development of their worldview.

Reflect - pupils consider how their own worldview relates to those of others in the class and how and why they are similar or different.

Religious / Worldview context

Investigate - pupils explore the concepts and ideas expressed in beliefs, practices and ways of living enshrined in institutional religion/worldviews.

Contextualise - pupils relate different responses to and/or expressions of ultimate questions to differences of experience, interpretation, and practice within and between religions/worldviews.

Reflect - pupils reflect on the concepts that underpin responses to ultimate questions in the context of institutional and personal worldviews.

Respond - pupils learn to evaluate responses to and expressions of ultimate questions using empathy and reasoned argument.

Synthesise - pupils relate the responses to ultimate questions to their own experience and ideas and consider any similarities and/or differences and how these might/might not be significant.

Universal Human Experience

Reflect - pupils reflect on what they have learnt about concepts underpinning different responses to or expressions of ultimate questions and how these relate to our understanding of what it means to be a person.

Apply - pupils apply what they have learned to their own experience and self-understanding and consider how, if at all, this might affect their self-understanding and their understanding of others.

Context: A critical engagement with ultimate questions and global issues, exploring, analysing, and responding to a range of responses to these.

4.7 Key Stage 4

RE at Key Stage 4 is statutory for all pupils (see Introduction) and what follows provides a choice regarding how the school can plan for an appropriate curriculum for its pupils.

Either Students may follow a specification from an accredited course in RE or RS from one of the recognised examination boards.

follow the principles of this syllabus, as set out below, to create an ambitious, progressive, sequential and coherent curriculum.

GCSE

Schools may wish to:

enter all students for GCSE or another accredited course in RS, or
some for an option in GCSE RS alongside a Core RE programme based on this syllabus for everyone, or
all students following a Core RE curriculum based on this syllabus.

Buckinghamshire SACRE strongly encourages all secondary schools to give students the option to follow an accredited course leading to a qualification at the end of their KS4.

At KS4, (statutory core RE) pupils will explore:

Key stage 4 picture Christianity and two or three other worldviews in depth, of which one must be non-religious with reference to other religious and non-religious worldviews as appropriate

Context:

A critical analysis of questions arising from and issues relating to religious and non-religious worldviews, analysing, and evaluating the impact they have on the modern world.

Core Questions:

To what extent are religions and worldviews a positive or negative force in the world?
What is our vision for the world?

Principles for planning General RE at KS4

The Agreed Syllabus requires schools to provide students with the opportunity to:

Understand the nature, role and significance of religion and belief in the world.
Reflect on questions of meaning, purpose, and value.
Formulate reasoned opinion/argument and handle controversial issues and truth claims.
Enter into meaningful dialogue with people of different beliefs and backgrounds, appreciating and celebrating diversity, recognising what we hold in common, and respecting a shared humanity that can be experienced, expressed, and responded to in diverse ways.

All planned learning must:

Draw on the experience and ideas of the students.
Relate to appropriate religious and non-religious worldviews content.
Develop the students’ experience and ideas in relation to the religious content
Ensure coherence and progression and a sense of challenging and worthwhile learning for KS4 students.

Over the course of the Key Stage, students must be given the opportunity to enquire into each of the nine areas below, though not necessarily in equal depth. The examples are for exemplification only and others may be pursued according to the interests and backgrounds of the students.

How do religion and belief influence individuals and communities?

Area 1

Religion, belief, and the home

For example:

Is it right to raise children in a religion?
Does religion have anything worthwhile to say about families?

‘A family that prays together, stays together.’ How important are shared beliefs, practices, and values in a family?

Area 2

Religion and belief in the community

For example:

How do we combat prejudice and discrimination?
What role do celebrations play in holding communities together?
Is diversity something to be celebrated?
How are religion and belief portrayed in the media?

Area 3

Religion, belief, and the individual

For example:

Does being religious mean losing your personal freedom?
How free should people be to express their faith and/or belief?
Does religious experience make sense?

How do religion and belief respond to ultimate questions of identity, meaning, purpose and value?

Area 4

Religion, belief, and moral values

For example:

Are there any moral absolutes?
Can there be morality without ‘God’?
How can all faiths and beliefs live peacefully together?

Area 5

Religion, belief, and human identity

For example:

Are humans more important than other animals?
What does it mean to be human?
Is death the end?

How are religion and belief portrayed in the media?

Area 6

Religion, belief, and the cosmos

For example:

Is science enough to explain life?
Is God just ‘a concept by which we measure our pain’?
Is there more to life than our physical existence?

What do religion and belief have to say about moral issues?

Area 7

Religion and life issues

For example:

Should we be able to choose when and how to die?
Is Veganism the only hope for the future?
Turn the other cheek, or an eye for an eye?

Area 8

Religion and relationships

For example:

Should religion define our attitudes to sexual relationships?
Is masculinity toxic?
Is family the building block of society?
If so, who decides what family life should be like?

Area 9

Religion and global issues

For example:

Human Rights or human responsibilities?
Whose world is it anyway?
Is equality possible?

Explored through a study of Christianity and two or three other worldviews in depth, of which one must be non-religious, and with reference to other religious and non-religious worldviews as appropriate.

4.8 RE in the Sixth Form:

RE is required for all registered pupils in a school; this includes Sixth Form students. There is a variety of ways in which schools can ensure this provision and schools should choose the best option or combination of options to meet the needs of their students.

Option 1 - A level Religious Studies
Option 2 - AS Religious Studies.
Option 3 - Discrete lessons of General RE (perhaps rotating with other aspects of general education).
Option 4 - As part of a General Studies course.
Option 5 - RE drop-down/workshop days.

RE in the Sixth Form is an opportunity to engage students at greater depth in issues to do with contemporary religion and belief in society, and approaching it from different disciplines such as philosophy, psychology, sociology, science, and literature. It prepares students for a greater understanding of the role of belief and culture in the modern world and enables them to develop more critical approaches to media and popular portrayals of faith, as well as faith issues themselves. It should enable discernment of truth, application of belief and synthesis of perspective.

Buckinghamshire SACRE wishes schools to have the maximum curriculum freedom which current legislation on RE permits. To achieve this, schools may design their own units or use already existing work in RE or General Studies which the school has taught for a number of years. Alternatively, the work could be of a cross‑curricular nature or work particularly suited to the local circumstances of the school.

All non-examination, core RE in the Sixth Form must meet the requirements set out in the principles below. The expected minimum time for general RE in Year 12 is 10 hours over the year e.g., the equivalent of two-day conferences; in Year 13 is 5 hours – e.g., the equivalent of 1 full day or 2 half day conferences.

Each learning experience or chunk of learning must meet the aims of the Agreed Syllabus (see 3.1) and:

Draw on the experience and ideas of the students.
Relate to appropriate religious, philosophical, ethical, and social content.

Develop the students’ experience and ideas in relation to the religious and philosophical content through exploring faith, belief, and worldviews from around the world.

Themes that schools may explore with their students might include:

Themes

The nature of religion and its place in the modern world.
Worldviews in the media and the arts.
Religion, worldviews, and ethical issues.
Religion, worldviews, and philosophy.
Religion, science, and technology.
Religion and worldviews in the news.
Britain as a multi-religious, multi-secular society

Previous The Basis for Planning Quality Religious Education: Next Progression and Assessment

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