Religious Education RE

What is the nature of RE in Grades 7 and 8?

Religious Education (RE) introduces students to a broader and more in-depth exploration of religion and its significance to holistic human development. Religious Education (RE) aims to help students develop and deepen their awareness of the connection between their interior life (psychological, emotional and spiritual) and the world around them. RE encourages them to reflect on and critically evaluate their experiences and responses to the different events of their life and happenings of the world. Through the study of different religions, morality and what it means to be Lasallian, RE aims to help the students to begin to build for themselves a framework of values and guiding principles which will help them to grow and serve as part of our Lasallian community.

The aim of RE is to: · Devote mental and emotional energy to appreciating their own and others’ religion, beliefs and culture · Effectively observe, reflect and commit to serving their community · Embrace human dignity · Have developed and be able to express their Lasallian and personal value systems and use them as a foundational core for their life · Feel a sense of wonder, valuing all forms of life as a gift to be shared with others

What is the approach to learning?

The whole curriculum is designed to accompany the students as they make sense of their own development at this critical stage of their lives. The aim is to offer religion as one of the fundamental options that help to search for TRUTH in their own belief system and the belief system of others and bring about individual and communal improvement and harmony. A variety of activities has been compiled to cater to a wide range of individuals but there is an emphasis on individual reflection, group discussion and sharing. Popular culture, current events and technology are important components that are constantly referred to in the curriculum.

What is the subject content?

The RE programme of study at SJII is broadly structured into 3 main units of study:

1. What does it mean to be Lasallian –in Grade’s 9 & 10 this develops from the foundation IGCSE stage where students were discovering and developing their Lasallian identities to now finding greater clarity and action in their personal understanding of the five core principles of being a Lasallian: Faith, Community, Values, Service and Education.

Grade 7 Focus: Looks at the history of our founder, St. John Baptist de la Salle and Lasallian history in Singapore. We then look at our own school, and our own lives within it, and what it means to be Lasallian in the context of the core principles of values, faith, community and service.

Grade 8 Focus: How is the Lasallian mission lived across the globe?

2. World Religions –Through the study of the major world religions students are encouraged to expand their understanding and appreciation of their own and others religions.

Grade 7 Focus: examines the commonalities of what it means to be religious, as well as the differences in main beliefs. The unit explores how different religions worship and where, their central doctrines and concepts as well as their rites of passage, traditions and their icons and important leaders.

Grade 8 Focus: What is the relationship between religion and worship? Including places of worship, sacred text, role of religious leaders, the practice of worship where students visit a number of places of worship throughout Singapore to contextualise their learning

3. Moral Development –forms the third strand of Religious Education throughout the school in grades 7 & 8 the subject area is currently under development but currently includes: Grade 7 Focus: The value of self, understanding right and wrong and making moral choices. Grade 8 Focus: Relationships and respect, empathy and compassion, fairness equity and inclusion.

What is the nature of assessment?

RE is non-examination subject which is taught at Grades 7-10 for two periods per week (1hr 20mins). Wellness Education shares this timetable slot with RE and so, throughout the year, students switch between the two subjects on alternate weeks. Whilst there is no formal examination, the subject has clear standards which students should be working towards in each of their assessed tasks, aiming for mastery in all areas . Assessments take place during and at the end of each unit and can take a variety of forms such as project-based assessment, oral presentations, reflective journals, examination style questions, group debate etc.

The specific topics of study are modified yearly in accordance with issues that arise as well as the particular needs of the year group. However, these can be broadly classified into the following:

Grade 7

Elements of a Person’s Identity Testimonies and livingsymbols ofLasallian Tradition Essence of Lasallian Tradition Highlights from the life of St. John Baptist de la Salle Inspirational People: Mahatma Gandhi and Abraham, a man ofFaith La Salle in Singapore and the Rest of Asia Religion, its constitutive elements and humanity’s search for meaning, and value of life and purpose. 34

Atheism and Beliefs Religion and Science The major religions of the world: an overview The human person as defined by the major religions Experiencing the Divine through prayer and worship

Grade 8

Inspiration & Spirituality: My Family, My Founder –Roots of Tradition Lasallian Core Principles St. La Salle: A closer look at his world, early life, his priestly vocation and the beginnings of his education ministry Call to be a Lasallian Leader Understanding the belief systems of the major religions

Sacred Scriptures

Symbols & Rituals

Festivals & Worships

What is the nature of assessment?

RE is non-examination subject which is taught at grades 7-10 for two periods per week (1 hour 20 minutes). RE shares this timetable slot with Wellbeing Education and so, throughout the year, students switch between the two subjects in alternate weeks. Whilst there is no formal examinations the students are assessed through SJI International’s own continuous monitoring of student performance which aligns itself with the aims of the course and the standards students are expected to meet. These types of assessment take place at the end of each unit and can take a variety of forms such as project based assessment, oral presentations, examination style questions and group debate.