Religion, Philosophy & Ethics
Introduction to Religion, Philosophy & Ethics at Harris Academy Morden
Key Stage Three
Religious Education at Harris Academy Morden is determined by the Merton SACRE (Standing Advisory Council on Religious Education) locally agreed syllabus (2017). This reflects the fact that while in large the religious tradition of Great Britain is broadly Christianity, it is also weighted according to the local religious belief breakdown of the 2011 census and recognises the growing population of those without any religious affiliation. Thus, Christianity receives the most curriculum time followed by Islam and Hinduism. Each of the remaining major world religions, secularism, Humanism, and philosophy receive an equal amount of time taught across years 7, 8 and 9. The curriculum builds upon pupil’s Key Stage Two learning and considers the variation in knowledge and understanding that inevitably pupils will have received across the borough. Harris Academy Morden follows a three-year Key Stage Three curriculum. Students will be taught Religious Education in order of chronological emergence and geographical location to ensure a solid and concise apprehension of religions in Great Britain and across the world. As this is being introduced this year, it will be phased in over 2 years to ensure no year group misses any learning. This change establishes strong cross-curricular links to History and Geography, and many other subjects. Additionally, it enables students to build towards Key Stage Four if they choose to continue their studies in Religious Education as a GCSE option where students will undertake an in-depth study of Christianity and Islam.
Key Stage Four
Harris Academy Morden is proud to offer Religious Education as a GCSE option provided by Edexcel (Religious Studies Paper B). By studying Religious Education at GCSE, students are offered the opportunity to inquire into religious and philosophical debates, explore and understand the practices and lives of religious believers, grapple with divergent non-religious and ethical viewpoints on sensitive topics, and develop their critical thinking skills. Students will undertake a rigorous study of Christianity and Islam which will build their writing, speaking, and listening skills. Learners of Religious Education at GCSE become proficient and confident in using complex and sophisticated vocabulary and evolve into open-minded individuals who have a strong understanding of the world around them and the significance of religious history and theology in today’s globalising world. Harris Academy Morden fulfils its statutory requirements to provide Religious Education at Key Stage Four to all pupils through termly lessons and Spiritual, Moral, Social, Cultural (“SMSC”) days. All pupils across the school receive assemblies which highlight different religious celebrations and events throughout the year.
Religious Education at Harris Academy Morden reflects the fact that pupils growing up in Merton are from highly diverse communities and backgrounds. Therefore, Religious Education lessons are an excellent place to celebrate and collectively learn from this diversity. The attitudes exhibited by teachers and pupils within Religious Education lessons, such as commitment, fairness, respect, self-understanding and enquiry, contribute to the school’s wider ethos and ensure that Religious Education plays a key role in Academy Life and prepares students with the cultural capital needed to navigate an increasingly diversifying Great Britain.
Religious Education at Harris Academy Morden seeks to provide a platform for pupils to challenge their own preconceived ideas regarding religious and moral issues, draw conclusions and apply the meaning and significance of religious ideas to their own lives. Pupils achieve this via the inculcation of skills intrinsic to success not only in Religious Education lessons, but also across other parts of the National Curriculum, such as investigation, interpretation, reflection, empathy, evaluation, synthesis, application and expression. Thus, these skills and processes are crucial to pupils as they develop into adults ready to become functioning members of society and pursue further education or seek gainful employment.
