Religious Education has a central role to play in the school experience of all our boys, including non-Catholics. As a Catholic school, our school life is framed and guided by Christ – His Church and His Gospel. Whilst the final external goal, in examination terms, is Common Entrance, we must be mindful of the broader importance of religious education in helping to provide a spiritual structure to schooling. RE teaching at St Anthony’s reinforces the school’s mission statement.
Because of the range of pupils and inclusivity, long treasured by parents, RE benefits greatly from the dialogue between the faiths represented and pupils have a richer perspective on the spiritual dimension of life
Our scheme of work, The Way, The Truth and The Life, is based on the programme of study produced by the Bishop’s Conference. At a launch of the scheme, Archbishop Vincent Nichols said:
“In the life of a school as a whole, especially a Catholic school, RE is the place where the underlying philosophy of the school is explored and understood. In the rest of the school day, that philosophy is expressed in action. But in RE it is studied, expanded and consciously assimilated.”
The revised directory (2012) states:
Religious Education is concerned not only with intellectual knowledge but also includes emotional and affective learning. It is in the mystery of the Word made flesh that the mystery of what it is to be human truly becomes clear. Without religious education, pupils would be deprived of an essential element of their formation and personal development, which helps them attain a vital harmony between faith and culture. Moral formation and religious education also foster the development of personal and social responsibility
The words of the Cardinal and Bishop McMahon remind us of the foundations on which our teaching of RE at St Anthony’s should be based – to explore and to understand.
The key features of the CE syllabus are stated below. Our pupils will start the syllabus in Year 7; it is continuous with work completed in previous years
This syllabus comprises the central doctrines of the Roman Catholic Church, biblical studies and contemporary issues. It reflects the fact that the religious traditions of the United Kingdom are, in the main, Christian while taking into account other religious and non-religious traditions represented in the United Kingdom.The syllabus provides a common body of knowledge which senior schools can assume when creating their religious studies courses. It is distinctive in that candidates study a full issues-based course which requires the ability to understand Roman Catholicism in its historic and contemporary setting. It also provides a coherent course, balanced in terms of breadth and depth, and offers all candidates, of any religious persuasion or none, the opportunity to demonstrate their attainment, irrespective of their gender or ethnic or social background.
The syllabus seeks to balance challenging academic questions with a sincere and faithful exploration of Roman Catholicism.
The syllabus aims at giving candidates the opportunity to:
(i) study the foundational biblical texts for Roman Catholic Christianity;
(ii) acquire knowledge and develop understanding of the beliefs, values, traditions and history of Roman Catholicism;
(iii) consider the influence on people’s lives of the beliefs, values and traditions associated with Roman Catholicism;
(iv) consider Roman Catholic responses to some moral issues;
(v) identify, investigate and respond to fundamental questions of life raised by religion in general, by Roman Catholicism in particular and by human experience, including questions about the meaning and purpose of life;
(vi) develop skills relevant to the study of religion.
When teaching the subject it is important that we remind ourselves of four simple Catholic dimensions to faith:
The school prides itself on being a Catholic school that is inclusive of other faiths. “We are all children of God” (Pope John Paul II).
The programme of study from Reception to Y8 is drawn directly from:
|· Diocesan EYFS Programme|
|· The Key Stage 1, the Key Stage 2 and the Key Stage 3 Syllabuses for Religious Education in Catholic Schools (C.T.S.)|
|· the Common Entrance Examination at 13+ Religious Studies Syllabus – Roman Catholic Tradition (ISEB)|
|· and the QCA non-statutory schemes of work for KS 1-3 which will inform the two units each year on other faiths, comprising|
· Unit 1: faith and beliefs of a specific religion
· Unit 2: practices in different religions (a generic look – across more than one religion – at similar practices, for example sacred texts or special days and so forth)
Religion and the spiritual side of life comprise a major factor in the lives of millions of people throughout the world. Pupils should be encouraged to see that faith is the living response of individuals and communities to God’s revelation about Himself. Beliefs and practices are people’s responses to what they feel God asks of them.
The emphasis is on leading each child – from their experience where appropriate – to an explicitly religious knowledge and understanding within the topic currently being explored, thereby learning about faith. Each topic will incorporate a look at how that knowledge and understanding can inform his daily life – in terms of religious practice and/or in terms of conduct towards God and towards others – thereby learning from the faith.
As well as having opportunities to gain a clear understanding of the beliefs and practices of the Catholic Faith and other faiths pupils will engage in discussions and tasks designed to develop reflective skills.
PSHEE & RE
The PSHCEE programme and curriculum have been recently reviewed and are overseen by Catherine Arslan. The programme complements and harmonises with the RE curriculum. Suitable opportunities for effective overlap and reinforcement are taken and assemblies and form PSHCEE lessons are carefully planned to enrich our pupils’ understanding. Catherine liaises carefully with both Heads of House to ensure topics are taught imaginatively and effectively. Outside speakers are invited in where appropriate and pupils often lead the discussions. The recently formed School Council is also involved in the shape and content of the course. (
British Values & Prevent Policy
The RE Curriculum pays proper and proactive respect to the need to observe recent emphases on British Values and Prevent Policies. The culture of tolerance and inclusivity within the school, the teaching style and pastoral structures in the school mean that RE lessons can play a very supportive role in fulfilling our duties in these areas.
(Detailed Schemes of work can be found within the Curriculum Booklets. For an extended account of the school’s Religious Ethos and details of RE, please see ‘Spritual Life and Religious Education Policy.)