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The Curriculum for Excellence notes Religious and Moral Education as being one of eight major curriculum areas. At Paisley Grammar pupils receive one period of core RME per week, where we explore a number of religious and philosophical topics. |
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core rmps by year group:
S1
In S1 pupils are introduced to their RME experience by thinking and learning about why it is important to learn about religion.
Learning about and learning from religion
S1 pupils begin their experience by learning about Siddhartha Gautama, the first Buddha and then are asked to think about whether the lessons from his life can help them in their own experiences. They realise that by learning about religion, they can also, potentially, learn from religion. The Buddha’s big ears symbolise the Buddhist idea that the quest to become enlightened (have a full understanding of reality), begins with listening. A useful lesson indeed for the new S1s as they begin secondary education!
Learning about and learning from religion
S1 pupils begin their experience by learning about Siddhartha Gautama, the first Buddha and then are asked to think about whether the lessons from his life can help them in their own experiences. They realise that by learning about religion, they can also, potentially, learn from religion. The Buddha’s big ears symbolise the Buddhist idea that the quest to become enlightened (have a full understanding of reality), begins with listening. A useful lesson indeed for the new S1s as they begin secondary education!
Developing an Open Mind
It can be argued that a healthy mind is one that isn’t closed to other people’s perspective on the world. Pupils are introduced to this important idea by asking themselves whether they might be willing to try eating insect burgers!!
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'You might be surprised but some, after reviewing the evidence, become open to this idea! However, whether they change their mind or not, the key lesson is ‘are you willing to be open minded about all the different sorts of beliefs, ideas and values that you will be learning about in core RME?'
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Other courses taught in S1 are:
The alien invasion – what is important to you and what is important to people of different faiths? The Island – a thought experiment where pupils imagine that they are stranded on a deserted Island. By considering a different things that might happen on the Island, pupils begin to develop an understanding of why different religious practices have come about. An introduction to Hinduism – learning about the basics of this faith, reflecting on what they can learn from it and developing further the important values of being open minded and respectful. |
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Aristotle Case Study – An introduction to Philosophy by learning about some of Aristotle’s ideas about Eudaimonia (how to create a sense of wellbeing). They also begin to discuss some other big philosophical questions like ‘what is the meaning of life? What came first, the chicken or the egg? What happens when you die?
S2
Morality in the Movies
S2 begins with the developing their understanding of the idea of morality. Pupils begin by debating animal rights and then go on to look at a variety of moral issues like human cloning, racism, and designer babies. This is done by showing the pupils how modern films are often dominated by moral themes.
S2 begins with the developing their understanding of the idea of morality. Pupils begin by debating animal rights and then go on to look at a variety of moral issues like human cloning, racism, and designer babies. This is done by showing the pupils how modern films are often dominated by moral themes.
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The Universe
In this course, pupils reflect on some big philosophical questions about the universe. Does it have an edge? What is it made of? How did it start? They also develop their evaluation skills by debating the existence of aliens. Finally they are asked to imagine the strange possibility that one day we might meet some! What would aliens make of the human race? Would they be impressed? |
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Who do they think would make a good ambassador for the human race? What kind of qualities and characteristics would they want them to have? These are some of the questions in which S2 pupils spend time debating!
These are some common pupil responses when they reflect on the ancient Jewish practice of Shabbat.
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The Abrahamic Religions In the final term S2 pupils learn about the origins of the three religions of Judaism, Christianity and Islam and release that they’re all connected to Abraham and his descendants. Pupils learn about some basic beliefs in all three religions and analyse these by looking at the similarities and differences between the faiths. They also develop their skills of evaluation by considering the benefits and challenges of some religious practices. For example, by studying Shabbat (the Jewish weekly day of rest), they reflect on whether this is a practice that contains ideas that might have a positive impact on their lives and society in general. |
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S3/4
In S3 and S4, pupils complete two qualifications in core RME. These are:
The Religious, Beliefs and Values award
Pupils study different religious beliefs and moral debates and put together a portfolio of all their work. In S3 they learn about philosophical arguments about the existence of God, what religions teach about helping the poor and the problem of antisemitism and racism. Pupils complete this course by writing some reflections on religious values and how they might be evident in the Youth Philanthropy Project that they complete in English.
The Personal Development Award
In S4 the focus is on completing this award by encouraging the young people to reflect on their own qualities, characteristics and values in relation to the world of work. They do this by revisiting the Philosopher Aristotle and reflecting on his ideas about living a virtuous life. This course is completed in conjunction with work carried out in Personal Support and Physical Education.
Pupils also develop their understanding of morality by debating Capital Punishment. Most people have a view on this topic. This short course will introduce pupils to some of the complexities of the debate in order that their view will become more informed. For example, they learn about the purpose of punishment in the modern legal system, the causes of crime and some general facts about CP in the USA.
The Religious, Beliefs and Values award
Pupils study different religious beliefs and moral debates and put together a portfolio of all their work. In S3 they learn about philosophical arguments about the existence of God, what religions teach about helping the poor and the problem of antisemitism and racism. Pupils complete this course by writing some reflections on religious values and how they might be evident in the Youth Philanthropy Project that they complete in English.
The Personal Development Award
In S4 the focus is on completing this award by encouraging the young people to reflect on their own qualities, characteristics and values in relation to the world of work. They do this by revisiting the Philosopher Aristotle and reflecting on his ideas about living a virtuous life. This course is completed in conjunction with work carried out in Personal Support and Physical Education.
Pupils also develop their understanding of morality by debating Capital Punishment. Most people have a view on this topic. This short course will introduce pupils to some of the complexities of the debate in order that their view will become more informed. For example, they learn about the purpose of punishment in the modern legal system, the causes of crime and some general facts about CP in the USA.
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some Past and upcoming courses throughout S3 and S4:
Buddhism
Sikhism
Becoming a Global Citizen - fair trade/poverty/wealth distribution/fast fashion
Existence of God debate
An Introduction to Philosophy
Beliefs: The Good, the Bad and the Ugly
Sikhism
Becoming a Global Citizen - fair trade/poverty/wealth distribution/fast fashion
Existence of God debate
An Introduction to Philosophy
Beliefs: The Good, the Bad and the Ugly
