Why Study RE?

Overview

This introductory lesson establishes Religious Education as a subject that develops knowledge, understanding and thoughtful response. In a Catholic school, pupils explore the school’s mission, human dignity, service, prayer and human flourishing while learning about Christianity alongside other religions, religious traditions and non-religious worldviews. The lesson explicitly recognises that pupils may hold different beliefs or none.

Learning intentions

Students will:

• understand why RE is studied in a Catholic school and in a diverse society;
• identify how RE explores beliefs, meaning, purpose, values and ethical questions;
• recognise that RE involves learning about Christianity, other religions and non-religious worldviews;
• practise discussing beliefs respectfully and expressing personal responses.

Success criteria

• I can give at least three reasons why RE might matter.
• I can explain how RE can support dignity, service, human flourishing or understanding society.
• I can distinguish between learning about a worldview and being expected to follow it.
• I can contribute to discussion using respectful language and evidence from the lesson.

Key vocabulary

• religion
• worldview
• belief
• faith
• dignity
• human flourishing
• service
• ethics
• diversity
• reflection

Curriculum links

• Religious education develops knowledge and understanding of Christianity, other principal religions, religious traditions and worldviews.
• Religious education explores challenging questions about meaning, purpose, beliefs, identity, right and wrong, and what it means to be human.
• Learning about and from religions and beliefs develops moral awareness and social understanding in a diverse society.
• Religious education encourages pupils to explore and express their own beliefs, whether religious or non-religious, in response to what they learn.

Lesson structure (60 minutes)

1. 0–5 min · Hook: “What is RE for?” Teacher displays a striking image collage of a prayer candle, a religious building, people volunteering and a student considering a difficult choice using the opening image and question slide. Students silently write one possible answer to “Why might a school spend time studying RE?” and share with a partner. Make clear that there is no expectation that everyone is religious.

2. 5–12 min · Establishing a safe classroom. Teacher introduces the discussion expectations on the respectful discussion norms slide: listen carefully, do not mock or stereotype, use “some people” where appropriate, distinguish curiosity from judgement, and allow people to pass. Students suggest one behaviour that would help everyone feel safe discussing beliefs and add it to a class agreement. Use the question stems poster to model stems such as “Can you clarify…?”, “I agree because…” and “Another perspective might be…”.

3. 12–22 min · Teacher explanation: the purpose of RE. Teacher explains, using the Catholic mission and purpose slides, that RE is not simply a test of personal faith. It includes learning about Christianity, other religions, religious traditions and non-religious worldviews, and learning from the questions they raise. Introduce the Catholic school mission through the ideas of the dignity of every person, service to others, prayer and reflection, and human flourishing. Explain that Catholic identity shapes the school’s perspective, while pupils are free to ask questions and may be practising believers, unsure, or non-religious. Students record two key ideas and ask clarifying questions.

4. 22–35 min · Paired sorting: why might RE matter? Teacher distributes the RE purpose and diamond-nine worksheet and displays the sorting instructions on the paired sorting activity slide. In pairs, students sort nine possible reasons for studying RE into three groups: “strong reason”, “possible reason” and “less convincing reason”. They then choose their top three and justify their order, considering examples such as understanding people, exploring right and wrong, learning about culture, preparing for citizenship, reflecting on life’s big questions and supporting service. Partners must agree on a final ranking but may record a point of disagreement.

5. 35–50 min · Group discussion and evaluation. Teacher forms six groups of five and displays the group discussion and challenge questions. Groups compare their rankings, identify one common choice and one difference, then respond to: “Can RE matter to someone who does not believe in God?” and “Should a person study beliefs they do not share?” Each group prepares a 30-second response using a sentence stem and one reason. Invite several groups to share; probe respectfully with “What makes you say that?” and “Which idea from the lesson supports your view?”

6. 50–60 min · Reflection and exit ticket. Teacher revisits the learning intentions on the plenary and exit-ticket slide. Students complete the individual exit ticket on the worksheet: “One reason RE matters is…”, “A Catholic school may emphasise…”, “RE should include different worldviews because…”, and “One respectful question I have is…”. Students may write from a personal, religious or non-religious perspective. Collect responses at the door.

Resources

• the “Why do we study RE?” slide deck
• the RE purpose and diamond-nine worksheet
• the question stems poster
• Whiteboard and pens
• Projector or interactive display
• Sticky notes
• Classroom agreement space
• Pens or pencils

Assessment

• Listen during paired sorting for accurate use of belief, worldview, dignity and ethics; question pupils who give reasons without explanation.
• Check group responses for understanding that RE includes Christianity, other religions and non-religious worldviews, rather than requiring personal belief.
• Use the exit ticket to identify misconceptions, thoughtful questions and pupils needing support with vocabulary or respectful discussion.

Differentiation

• Support pupils with a vocabulary bank, icons beside key concepts, sentence starters and a partially completed example ranking. Allow verbal responses before writing.
• Provide a quiet thinking space and the option to pass during personal discussion for pupils with anxiety, SEND or sensitive experiences. Do not ask pupils to disclose their beliefs.
• Support EAL learners by pre-teaching vocabulary, pairing them thoughtfully and accepting labelled notes, drawings or spoken explanations alongside full sentences.
• Challenge pupils to distinguish between “learning about” and “learning from” religion, evaluate whether a reason is relevant to everyone, or explain how RE might reduce prejudice without claiming that it always does.

Extension

• For homework, pupils write 150–200 words answering: “Why might RE be important in a diverse society?” They should include one Catholic-school perspective, one perspective from another religion or worldview, and their own considered response.
• Alternatively, pupils create three thoughtful questions they would like to explore this year about meaning, purpose, belief, identity or right and wrong.