Religious Education
Religious Education
Faith, Philosophy and Wellbeing - Grade 7-8
Across Grades 7 and 8, Faith, Philosophy & Wellbeing offers a rigorous and age-appropriate introduction to the big questions of identity, belief, ethics and flourishing. The programme brings together Religious Education, Philosophical Thinking and Wellbeing in a coherent sequence that supports students’ intellectual, emotional and moral development. All units are aligned with Catholic and Lasallian values, the school’s wellbeing framework, safeguarding expectations and national guidelines for sexuality education.
In Grade 7, students begin with questions of who we are and how we know: identity, belonging, conscience, emotional literacy and the nature of knowledge. They meet foundational thinkers such as Plato and Descartes, explore ethical theories from utilitarianism to virtue ethics, and consider whether people can be good without God. They investigate ideas of belief through arguments for the existence of God, religious experience and a full introduction to Hinduism, including dharma, stewardship, worship and sacred texts. Alongside this academic study, students learn to navigate digital life, social influence, AI, gender stereotypes and healthy online relationships. The year concludes with a unit on flourishing—drawing on Buddhist teachings, wellbeing psychology and the skills needed for responsibility and purposeful living.
In Grade 8, students deepen their understanding of faith and ethics through a sustained study of Judaism, exploring covenant, identity, leadership and law. They then move into Relationships and Boundaries, where respect, consent, online pressure, dignity and Catholic teaching on sexuality are taught in a factual, age-appropriate, non-advocacy manner in line with MOE expectations. The Moral Choices and Integrity unit develops students’ understanding of Christian ethics through the life, teachings and moral example of Jesus, and challenges them to consider what integrity looks like both in person and online. In Suffering, Influence and Meaning, students explore personhood, sanctity of life, abortion, euthanasia, the problem of evil and the inner emotional life with support from psychological insights. The year ends with a leadership and vocation unit focused on stewardship, service, digital responsibility and the kind of legacy each student hopes to shape.
Across both years, students develop the knowledge and skills to think carefully about belief, make ethical decisions, understand themselves and others, and navigate growing complexity with wisdom and compassion. By the end of Grade 8, they are prepared for the deeper theological, philosophical and ethical study of the upper grades, and equipped to make thoughtful, safe and responsible choices in their daily lives.
Core Religious Education - Grade 9-10
In Grades 9 and 10, Core Religious Education deepens students’ engagement with the big questions that shape belief, ethics and human experience. Building on the foundations of Grades 7 and 8, students learn to analyse religious ideas with clarity, empathy and critical thinking.
They begin with a study of Judaism and the themes of covenant and identity, before exploring ethical questions in Should Human Beings Play God?, where issues such as genetic engineering and medical intervention prompt discussion about human dignity and responsibility. A study of Sikhi broadens their understanding of world religions and introduces powerful ideas about equality, service and justice. Students also investigate Religious Experience, examining how encounters with the divine influence faith and practice.
As the course progresses, students engage with central philosophical questions: the existence of God, the nature of suffering and the challenge of evil. They explore classical arguments, contemporary perspectives and Augustine’s teachings on human nature, developing a nuanced understanding of moral struggle and hope.
Throughout, students are encouraged to think independently and appreciate diverse viewpoints. The goal is not to dictate beliefs but to help students understand how worldviews shape lives and societies. By the end of Grade 10, they are well prepared for the reflective and analytical demands of Theory of Knowledge and upper-secondary thinking.